TECHNOLOGY SUPPORTED INQUIRY LEARNING IMPROVES STUDENTS' ABILITY TO USE AND UNDERSTAND GRAPHS IN BIOLOGY
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F16%3A43891423" target="_blank" >RIV/60076658:12410/16:43891423 - isvavai.cz</a>
Result on the web
<a href="http://dx.doi.org/10.21125/iceri.2016.0807" target="_blank" >http://dx.doi.org/10.21125/iceri.2016.0807</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.21125/iceri.2016.0807" target="_blank" >10.21125/iceri.2016.0807</a>
Alternative languages
Result language
angličtina
Original language name
TECHNOLOGY SUPPORTED INQUIRY LEARNING IMPROVES STUDENTS' ABILITY TO USE AND UNDERSTAND GRAPHS IN BIOLOGY
Original language description
This contribution brings the results of the survey aimed to the impact of technology supported and inquiry oriented learning unit on student's ability to use and understand graphs conducted at Czech basic schools. 119 basic school pupils of 7th grade (12 - 14 years old) were tested by using the questionnaire containing tasks involving solution of graphics problems related to photosynthesis. A pre-test - post-test experimental design was chosen. One group of the participants absolved an inquiry oriented learning unit including students' measurement of photosynthesis by didactic measuring sets, (Vernier Software & Technology). The participants of the control group absolved the frontal learning unit where graphs of photosynthesis were just shown them on data projector. The results of the survey showed a highly positive impact of inquiry and technology supported learning on students understanding of graphs. The students educated through technology supported inquiry were more successful in all investigated aspects of creating and understanding graphs: choosing proper type of graph, transferring data from the tab into the graph, interpreting conclusions from the graph, plotting the graph, creating the legend and also assigning the variables to the axes. This research brings a conclusion, that the students' ability to use and understand graphs is practice dependent and that inquiry learning supported by technology could be recommended for the use in science education to improve students' skills in working with graphs.
Czech name
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Czech description
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Classification
Type
D - Article in proceedings
CEP classification
AM - Pedagogy and education
OECD FORD branch
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Result continuities
Project
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Continuities
S - Specificky vyzkum na vysokych skolach
Others
Publication year
2016
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Article name in the collection
ICERI2016 Proceedings of the 9th annual International Conference of Education, Research and Innovation
ISBN
978-84-617-5895-1
ISSN
2340-1095
e-ISSN
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Number of pages
7
Pages from-to
7898-7904
Publisher name
IATED
Place of publication
Valencia
Event location
Seville, Spain
Event date
Nov 14, 2016
Type of event by nationality
WRD - Celosvětová akce
UT code for WoS article
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