Technology-enhanced hands-on inquiry in the rural science classroom: Effects on physical knowledge and scientific performance (Stage 1, 3:50 PM)

• In Event: e-Lightning Ed-Talk Session 5 - Stage 1

Abstract

Scientific inquiry is promising to develop science capacities, while limited research examined how to support rural students in engaging with inquiry activities in authentic classrooms. This study addressed this gap by examining the impact of a structured, technology-supported inquiry system on rural students’ scientific performance. Over six weeks, 101 eighth-grade students participated, with the experimental group (EG) using technology-supported inquiry and the comparison group (CG) engaging in traditional inquiry. While physical knowledge gains were similar, the EG showed significantly greater improvement in scientific performance. Regression analysis identified the intervention, alongside student characteristics like gender, ICT competency, and prior knowledge, significantly predicted post-test scientific performance. The findings highlight the potential of technology to enhance hands-on inquiry in rural classrooms.

Authors

• Fan Chen, University of Hong Kong

• Gaowei Chen, University of Hong Kong