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|Title:||Developing a Technology-Enhanced Scientific Inquiry Curriculum in a Primary School: Outcomes of the School-Based Support|
So, Winnie Wing-mui
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Yeung, Y., Wan, Z., & So, W. W. (2012). Developing a Technology-Enhanced Scientific Inquiry Curriculum in a Primary School: Outcomes of the School-Based Support. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2, Short Papers, Symposia, and Abstracts (pp. 336-340). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.|
|Abstract:||The current paper reports part of the findings of an ongoing two-year project on infusing digital technology in inquiry activities within General Studies lessons in a Hong Kong primary girls' school. Subjects are 124 P5 students and their teachers. Data collected include tests of students' knowledge on electricity, surveys of students' attitude towards inquiry-based learning and the use of digital technology, as well as their corresponding skills, interviews on students' and teachers' experience, and observation of lessons. Results showed that students showed improvement in certain cognitive understandings; acquired basic skills in using digital technology in inquiry activities; were confident in using digital technology in their learning; and felt that both inquiry learning and digital technologies can increase their interest in science learning. The present work argues on the necessity of engaging teachers into authentic inquiry activities in conjunction with appropriate digital technologies for effectively developing students' science process skills and subject knowledge.|
|Appears in Collections:||ICLS 2012|
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