An effect of technology-infused active inquiry learning in primary school science on students’ conceptions of learning science
Author:
Affiliation:
1. Faculty of Education, Khon Kaen University, Khon Kaen, THAILAND
2. Smart Learning Innovation Research Center, Khon Kaen University, Khon Kaen, THAILAND
Abstract
Publisher
Modestum Ltd
Link
https://www.ejmste.com/download/an-effect-of-technology-infused-active-inquiry-learning-in-primary-school-science-on-students-14662.pdf
Reference46 articles.
1. Cai, S., Jiao, X., Li, J., Jin, P., Zhou, H., & Wang, T. (2022). Conceptions of learning science among elementary school students in AR learning environment: A case study of “the magic sound”. Sustainability, 14, 6783. https://doi.org/10.3390/su14116783
2. Chang, H.-Y., & Tsai, C.-C. (2023). Epistemic network analysis of students’ drawings to investigate their conceptions of science learning with technology. Journal of Science Education and Technology, 32, 267-283. https://doi.org/10.1007/s10956-022-10026-9
3. Chiou, G. L., & Liang, J.-C. (2012). Exploring the structure of science self-efficacy: A model
4. built on high school students’ conceptions of learning and approaches to learning in science. Asia-Pacific Education Researcher, 21, 83-91. https://doi.org/10.1080/02635143.2018.1480476
5. Coletta, V. P., & Steinert, J. J. (2020). Why normalized gain should continue to be used in analyzing pre-instruction and post-instruction scores on concept inventories. Physical Review Physics Education Research, 16(1), 010108. https://doi.org/10.1103/PhysRevPhysEducRes.16.010108
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