Exploring the impact of web-based inquiry on elementary school students’ science identity development in a STEM learning unit

Abstract

One of the primary objectives of science education is to cultivate students’ science identity, and evidence points to the efficacy of inquiry-based learning in advancing this objective. Nevertheless, recent concerns have emerged regarding the effectiveness of information technology in supporting scientific research and its impact on students’ science identity. This study explores this domain through a comparative experiment conducted with fifth-grade students at a Chinese elementary school. Utilizing the Web-based Inquiry Science Environment (WISE) and the “Solar Oven” STEM learning unit, it scrutinizes the effects of web-based inquiry and traditional inquiry on students’ science identity development. The findings indicate that web-based inquiry is equally effective as traditional inquiry in fostering students’ science identity, especially in the two dimensions of “recognition” and “performance”. Notably, web-based inquiry surpasses traditional inquiry by significantly improving seven out of eleven assessed indicators, while traditional inquiry improves only four indicators. This research provides valuable insights into how integrating information technology within an inquiry-based learning environment can support Chinese elementary school students in developing their science identity. These results have significant implications for science education by demonstrating that web-based inquiry is a valuable approach for fostering science identity among elementary school students.