Effects of providing partial hypotheses as a support for simulation‐based inquiry learning.
Hypothesis generation is an important but difficult process for students. This study investigated the effects of providing students with support for hypothesis generation, with regard to the testability and complexity of the generated hypotheses, the quality of the subsequent inquiry learning proces...
| Publicado en: | Journal of Computer Assisted Learning Vol. 36; no. 4; pp. 487 - 502 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=144562042&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 144562042 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2020 vid: 36 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 144562042 144562042 144562042 10.1111/jcal.12415 144562042 ppf: 487 ppct: 15 formats: tig: atl: Effects of providing partial hypotheses as a support for simulation‐based inquiry learning. aug: au: Kuang, Xiulin Eysink, Tessa H.S. Jong, Ton affil: Department of Instructional Technology, University of Twente, , The Netherlands sug: subj: Hypothesis Computer Simulation Computer-Assisted Instruction Learning Methods Knowledge Human Funding Source Male Female Adolescence Random Assignment Quasi-Experimental Studies Pretest-Posttest Design Reliability Coefficient alpha Descriptive Statistics Parametric Statistics Analysis of Covariance Mann-Whitney U Test Linear Regression Pearson's Correlation Coefficient Adolescent: 13-18 years Male Female ab: Hypothesis generation is an important but difficult process for students. This study investigated the effects of providing students with support for hypothesis generation, with regard to the testability and complexity of the generated hypotheses, the quality of the subsequent inquiry learning processes and knowledge acquisition. Fifty‐two secondary school students completed three prior knowledge tests and worked on an inquiry task in the domain of force and motion, concerning the topic of Newton's first law of motion. They received either a set of terms (variables, conditions and relations) to help them generate hypotheses (T condition, n = 23) or the same set of terms plus a partial hypothesis to start from (T + PHy condition, n = 29). Results showed that students in the T + PHy condition generated more complex hypotheses, performed better at data collection and acquired more domain knowledge than students in the T condition. No effects of prior knowledge were found. Lay Description: What is currently known about the subject matter?A limited body of studies has focused on supporting students' hypothesis generation process in inquiry learning.Providing students with a list of pre‐defined hypotheses to be chosen or with specific pre‐defined hypotheses to be tested have been found as effective ways in facilitating students' learning outcome, but these methods limit students' freedom to express their own ideas.Less studies has taken learners' prior knowledge into consideration when discussing the effects of supports in facilitating hypotheses generation.What is the paper adding to this?Offer an overview about current ways on supporting students' hypothesis generation process.Move one step further from the previous researches on finding out an effective support for students' hypothesis generation when taking both the effectiveness of the support and the freedom of the students into consideration.Apply the completion strategy promoted by prior researchers in a new situation, which also contributes to testing the generalizability of this support strategy.What is the implications of study findings for practitioners?Offer an effective and concrete suggestion on how to support students' hypothesis generationOffer practical experience for relevant studies on experiment design.Offer practical experience for relevant studies on taking students' prior knowledge into account when testing the effectiveness of a promoted support for inquiry learning. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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