The impact of an online inquiry-based learning environment addressing misconceptions on students' performance

This study sought to develop and evaluate an online module based on inquiry learning with digital laboratories, which was intended to address students’ misconceptions in a science domain. In a quasi-experimental design, 171 first-year students in a higher education introductory physics course on cir...

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Bibliographic Details
Published inSmart Learning Environments Vol. 10; no. 1; pp. 22 - 18
Main Authors Siantuba, Jackson, Nkhata, Leonard, de Jong, Ton
Format Journal Article
LanguageEnglish
Published Singapore Springer Nature Singapore 01.12.2023
Springer
Springer Nature B.V
SpringerOpen
Subjects
Academic achievement
Active Learning
Circular motion
College Freshmen
College Science
Computers and Education
Design
Design of experiments
Digital laboratories
Education
Higher education
Independent study
Inquiry
Inquiry method
Inquiry-based learning
Introductory Courses
Knowledge
Laboratories
Learning
Misconceptions
Motion
Physics
School environment
Science education
Science Laboratories
Scientific Concepts
Students
Technology Uses in Education
Circular motion
Misconceptions
Digital laboratories
Inquiry-based learning
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Summary:This study sought to develop and evaluate an online module based on inquiry learning with digital laboratories, which was intended to address students’ misconceptions in a science domain. In a quasi-experimental design, 171 first-year students in a higher education introductory physics course on circular motion were as their existing groups assigned to an experimental ( n  = 100) or a control ( n  = 71) condition. The experimental condition was developed by arranging online inquiry activities that would encourage students to probe five identified misconceptions. The control condition required students to engage in online inquiry following the traditional syllabus outline. Students in both conditions used the same type of digital laboratory setup. The participants learned about the topic of circular motion and their knowledge was assessed. Results of the knowledge test revealed that the experimental condition geared towards addressing students’ misconceptions facilitated conceptual change more than the control condition.
ISSN:2196-7091
2196-7091
DOI:10.1186/s40561-023-00236-y