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A path model of effective technology-intensive inquiry-based learning

Stanislav Avsec in Slavko Kocijančič (2016) A path model of effective technology-intensive inquiry-based learning. Educational technology & society, 19 (1). str. 308-320. ISSN 1436-4522

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    Individual aptitude, attitudes, and behavior in inquiry-based learning (IBL) settings may affect work and learning performance outcomes during activities using different technologies. To encourage multifaceted learning, factors in IBL settings must be statistically significant and effective, and not cognitively or psychomotor intensive. We addressed these questions in a study of 421 students from 11 Slovenian middle schools using an experimental design. Learning achievements were measured by pre- and post-test, while IBL experiences and perceptions were surveyed in a one-shot study. IBL and its effects were successfully measured with a reliable technological literacy test. We designed a path model to capture the effects from multiple interferers. Course content was the most decisive influential factor, with strong impacts on learning achievements, satisfaction, and perceived course intensity. Prior knowledge and capacity, which affects IBL and decreases its psychomotor intensity, was a surprisingly strong influence. IBL had a large, positive effect on technological knowledge and the development of problem solving, critical thinking, and decision-making abilities. The study findings showed that the proposed IBL model is an effective teaching approach in technology-intensive education.

    Tip vnosa: Članek
    Ključne besede: učenje, tehnološko izobraževanje, srednja šola, učenje z raziskovanjem, znanje
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    http://www.ifets.info/journals/19_1/25.pdfDrugo nahajališče
    http://cobiss5.izum.si/scripts/cobiss?command=DISPLAY&base=99999&rid=10877001&fmt=11&lani=siDrugo nahajališče
    Ustanova: Univerza v Ljubljani
    Fakulteta: Pedagoška fakulteta
    Oddelki: Oddelek za fiziko in tehniko > Katedra za tehniko in didaktiko tehnične vzgoje
    ID vnosa: 3314
    Datum vnosa: 12 Jan 2016 07:23
    Zadnja sprememba: 12 Jan 2016 07:23
    URI: http://pefprints.pef.uni-lj.si/id/eprint/3314

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