Fostering scientific inquiry in schools through science research course and Computer-Supported Collaborative Learning (CSCL)

Abstract

This study focused on fostering students' scientific inquiry skills through Computer-Supported Collaborative Learning (CSCL) in K-12 classrooms through a science research course complemented with Knowledge Forum (a CSCL tool). The subjects were 71 secondary one (7th grade) students in a Singapore school. The Test for Integrated Process Skills II (TIPS II) developed by Burns et al. (1985) was administered before and after the treatment so as to compare the students' scientific inquiry skills. Qualitative analysis of the students' discourse was used to derive possible reasons and processes leading to the observed outcomes. The results showed that the treatment enhanced the students' scientific inquiry skills, especially in the area of identifying variables and stating hypothesis. Possible contributing factors to the results include provision of scaffolding and students' characteristics such as direct engagement with scientific problems and recognition of self as epistemic agent.