Exploring the effects of technology-supported collaborative inquiry and students’ ICT competency on scientific literacy and subject knowledge in rural science classrooms

• Published in: Education and information technologies Vol. 30; no. 13; pp. 18705 - 18732
• Main Authors: Chen, Fan, Zhang, Ying, Chen, Gaowei
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.08.2025; Springer Nature B.V
• Subjects: Academic Achievement; Access to Education; Active Learning; Class Activities; Classroom Environment; Classrooms; Collaboration; Communication Skills; Competence; Compulsory Education; Computer Appl. in Social and Behavioral Sciences; Computer Science; Computers and Education; Cooperative Learning; Councils; Critical thinking; Direct Instruction; Discovery Processes; Dropout Rate; Education; Educational Equity (Finance); Educational objectives; Educational Practices; Educational Strategies; Educational Technology; Evaluative Thinking; Group dynamics; Hands on Science; Hypotheses; Influence of Technology; Information Systems Applications (incl.Internet); Inquiry; Inquiry method; Knowledge; Laboratories; Learner Engagement; Learning; Lifelong Learning; Literacy; Participation; Physics; Problem solving; Rural areas; Rural Schools; Science education; Students; User Interfaces and Human Computer Interaction; China; ICT competency; Scientific literacy; Technology-supported collaborative inquiry; Subject knowledge; Rural science classrooms

Technology-supported collaborative inquiry has notable potential to enhance students’ scientific literacy and subject knowledge. However, most technological supports have been conducted in non-rural science classrooms, with their effectiveness in rural classrooms remaining underexplored. Rural stude...