A Path Model of Effective Technology-Intensive Inquiry-Based Learning

Autor/inn/en	Avsec, Stanislav; Kocijancic, Slavko
Titel	A Path Model of Effective Technology-Intensive Inquiry-Based Learning
Quelle	In: Educational Technology & Society, 19 (2016) 1, S.308-320 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Path Analysis; Teaching Methods; Problem Solving; Course Content; Middle School Students; Foreign Countries; Psychomotor Skills; Inquiry; Academic Aptitude; Student Attitudes; Student Behavior; Educational Technology; Experimental Groups; Pretests Posttests; Literacy; Prior Learning; Critical Thinking; Thinking Skills; Decision Making; Instructional Effectiveness; Student Surveys; Structural Equation Models; Statistical Analysis; Slovenia + Suchen Sie Ihr Suchwort? Pfadanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Kursprogramm; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausland; Psychomotorische Aktivität; Schülerverhalten; Student behaviour; Unterrichtsmedien; Alphabetisierung; Schreib- und Lesefähigkeit; Vorkenntnisse; Kritisches Denken; Denkfähigkeit; Decision-making; Entscheidungsfindung; Unterrichtserfolg; Schülerbefragung; Statistische Analyse; Slowenien
Abstract	Individual aptitude, attitudes, and behavior in inquiry-based learning (IBL) settings may affect work and learning performance outcomes during activities using different technologies. To encourage multifaceted learning, factors in IBL settings must be statistically significant and effective, and not cognitively or psychomotor intensive. We addressed these questions in a study of 421 students from 11 Slovenian middle schools using an experimental design. Learning achievements were measured by pre- and post-test, while IBL experiences and perceptions were surveyed in a one-shot study. IBL and its effects were successfully measured with a reliable technological literacy test. We designed a path model to capture the effects from multiple interferers. Course content was the most decisive influential factor, with strong impacts on learning achievements, satisfaction, and perceived course intensity. Prior knowledge and capacity, which affects IBL and decreases its psychomotor intensity, was a surprisingly strong influence. IBL had a large, positive effect on technological knowledge and the development of problem solving, critical thinking, and decision-making abilities. The study findings showed that the proposed IBL model is an effective teaching approach in technology-intensive education. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01