Assessing Students’ Ability to Apply the Control of Variables Strategy When Engaged with Inquiry-Based Worksheets during the COVID Era
In this study, an inquiry-based sequence was designed, developed and implemented using facets of flipped classroom and aspects of inquiry learning using the ADDIE model. The sequence intends to promote the students’ scientific literacy. The aim of this paper is to examine the effectiveness of specia...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-09-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/12/10/668 |
| _version_ | 1797473650704646144 |
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| author | Eleni Petridou Anastasios Molohidis Euripides Hatzikraniotis |
| author_facet | Eleni Petridou Anastasios Molohidis Euripides Hatzikraniotis |
| author_sort | Eleni Petridou |
| collection | DOAJ |
| description | In this study, an inquiry-based sequence was designed, developed and implemented using facets of flipped classroom and aspects of inquiry learning using the ADDIE model. The sequence intends to promote the students’ scientific literacy. The aim of this paper is to examine the effectiveness of specially designed inquiry-based online worksheets (e-WS) to actively engage students in the design of unconfounded experiments by applying the Control of Variables Strategy (CVS). Second-year senior high school (11th grade) students participated in an intervention in which facets of flipped classroom approach with asynchronous and synchronous distance learning sessions were adopted, during the COVID-19 lockdown. Results show that the flipped classroom approach with synchronous and asynchronous sessions was acceptable and adoptable by the students; the existence of probe questions in e-WS, combined with explicit reference to inquiry procedure enhanced students’ awareness of scientific practice and on CVS, while at the end of the intervention, students were capable of applying the CVS in the design of unconfounded experiments. |
| first_indexed | 2024-03-09T20:19:20Z |
| format | Article |
| id | doaj.art-507a912d95ad445b97dc7d7b7b3a01c0 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-09T20:19:20Z |
| publishDate | 2022-09-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-507a912d95ad445b97dc7d7b7b3a01c02023-11-23T23:51:17ZengMDPI AGEducation Sciences2227-71022022-09-01121066810.3390/educsci12100668Assessing Students’ Ability to Apply the Control of Variables Strategy When Engaged with Inquiry-Based Worksheets during the COVID EraEleni Petridou0Anastasios Molohidis1Euripides Hatzikraniotis2Experimental School of Aristotle University of Thessaloniki, 54631 Thessaloniki, GreecePhysics Department, Aristotle University of Thessaloniki, 54124 Thessaloniki, GreecePhysics Department, Aristotle University of Thessaloniki, 54124 Thessaloniki, GreeceIn this study, an inquiry-based sequence was designed, developed and implemented using facets of flipped classroom and aspects of inquiry learning using the ADDIE model. The sequence intends to promote the students’ scientific literacy. The aim of this paper is to examine the effectiveness of specially designed inquiry-based online worksheets (e-WS) to actively engage students in the design of unconfounded experiments by applying the Control of Variables Strategy (CVS). Second-year senior high school (11th grade) students participated in an intervention in which facets of flipped classroom approach with asynchronous and synchronous distance learning sessions were adopted, during the COVID-19 lockdown. Results show that the flipped classroom approach with synchronous and asynchronous sessions was acceptable and adoptable by the students; the existence of probe questions in e-WS, combined with explicit reference to inquiry procedure enhanced students’ awareness of scientific practice and on CVS, while at the end of the intervention, students were capable of applying the CVS in the design of unconfounded experiments.https://www.mdpi.com/2227-7102/12/10/668distance learningflipped classroominquiry-based worksheetscontrol of variables strategy |
| spellingShingle | Eleni Petridou Anastasios Molohidis Euripides Hatzikraniotis Assessing Students’ Ability to Apply the Control of Variables Strategy When Engaged with Inquiry-Based Worksheets during the COVID Era Education Sciences distance learning flipped classroom inquiry-based worksheets control of variables strategy |
| title | Assessing Students’ Ability to Apply the Control of Variables Strategy When Engaged with Inquiry-Based Worksheets during the COVID Era |
| title_full | Assessing Students’ Ability to Apply the Control of Variables Strategy When Engaged with Inquiry-Based Worksheets during the COVID Era |
| title_fullStr | Assessing Students’ Ability to Apply the Control of Variables Strategy When Engaged with Inquiry-Based Worksheets during the COVID Era |
| title_full_unstemmed | Assessing Students’ Ability to Apply the Control of Variables Strategy When Engaged with Inquiry-Based Worksheets during the COVID Era |
| title_short | Assessing Students’ Ability to Apply the Control of Variables Strategy When Engaged with Inquiry-Based Worksheets during the COVID Era |
| title_sort | assessing students ability to apply the control of variables strategy when engaged with inquiry based worksheets during the covid era |
| topic | distance learning flipped classroom inquiry-based worksheets control of variables strategy |
| url | https://www.mdpi.com/2227-7102/12/10/668 |
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