Effects of Structure Support in Web-Based Inquiry Learning Science Environment?

• In Event: Marriott Roundtable Session 3
  In Roundtable Session: Science Teaching and Learning: Educational Technology in Science Education

Abstract

Grounded on the Self-determination theory (SDT), the current study discussed how different levels of structure-supportive instructional strategies adopted by teachers and embedded in platforms influences students’ science achievement in a “web-based scientific inquiry learning” environment. Two quasi-experimental designed studies were conducted on 6th and 8th grade Chinese students respectively. Consistent result was discovered in both groups, which is that when high structure-support strategies were adopted by both teachers and platform, students produced the best performance, especially on the measurement dimension requiring higher order thinking skills. Even under the same well-structured learning platform, students with high structure-support from their teachers performed better in terms of knowledge integration competence, comparing to their peers whose teacher adopted low structure-support.

Authors

• Yiran Cui, Shandong University

• Danhui Zhang, Beijing Normal University

• Tong Ran, Beijing Normal University