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Motivating Inquiry-Based Learning Through a Combination of Physical and Virtual Computer-Based Laboratory Experiments in High School Science

Motivating Inquiry-Based Learning Through a Combination of Physical and Virtual Computer-Based Laboratory Experiments in High School Science

Niwat Srisawasdi
Copyright: © 2016 |Pages: 27
ISBN13: 9781466696167|ISBN10: 1466696168|EISBN13: 9781466696174
DOI: 10.4018/978-1-4666-9616-7.ch006
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MLA

Srisawasdi, Niwat. "Motivating Inquiry-Based Learning Through a Combination of Physical and Virtual Computer-Based Laboratory Experiments in High School Science." Improving K-12 STEM Education Outcomes through Technological Integration, edited by Michael J. Urban and David A. Falvo, IGI Global, 2016, pp. 108-134. https://doi.org/10.4018/978-1-4666-9616-7.ch006

APA

Srisawasdi, N. (2016). Motivating Inquiry-Based Learning Through a Combination of Physical and Virtual Computer-Based Laboratory Experiments in High School Science. In M. Urban & D. Falvo (Eds.), Improving K-12 STEM Education Outcomes through Technological Integration (pp. 108-134). IGI Global. https://doi.org/10.4018/978-1-4666-9616-7.ch006

Chicago

Srisawasdi, Niwat. "Motivating Inquiry-Based Learning Through a Combination of Physical and Virtual Computer-Based Laboratory Experiments in High School Science." In Improving K-12 STEM Education Outcomes through Technological Integration, edited by Michael J. Urban and David A. Falvo, 108-134. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-9616-7.ch006

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Abstract

This chapter presents research about a combination of physical experimentation (PE) and virtual experimentation (VE) in computer-based inquiry learning as an instructional value to students' affective domain. For this study, the author has developed a science lesson for promoting interactive inquiry learning, and the researcher investigated whether orchestrating PE and VE in sequential learning affect students' learning perception and science motivation. To evaluate the lesson, questionnaires were used to examine how students perceived the lesson and their perceptions about how the lesson promotes science motivation. The results indicated students' positive perceptions that experiencing the lesson supported cognitive performance, emotional practice, and the social inquiry process. In addition, exposure to the lesson improved students' science motivation for both females and males. This highlights that the combination is an effective way to enhance the effectiveness of high school science learning.

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