Scientific Inquiry Learning Research Articles

A Novel Autonomous Perceptron Model for Pattern Classification Applications.

Pattern classification represents a challenging problem in machine learning and data science research domains, especially when there is a limited availability of training samples. In recent years, artificial neural network (ANN) algorithms have demonstrated astonishing performance when compared to traditional generative and discriminative classification algorithms. However, due to the complexity of classical ANN architectures, ANNs are sometimes incapable of providing efficient solutions when addressing complex distribution problems. Motivated by the mathematical definition of a quantum bit (qubit), we propose a novel autonomous perceptron model (APM) that can solve the problem of the architecture complexity of traditional ANNs. APM is a nonlinear classification model that has a simple and fixed architecture inspired by the computational superposition power of the qubit. The proposed perceptron is able to construct the activation operators autonomously after a limited number of iterations. Several experiments using various datasets are conducted, where all the empirical results show the superiority of the proposed model as a classifier in terms of accuracy and computational time when it is compared with baseline classification models.

Designing educational technologies in the age of AI: A learning sciences‐driven approach

AbstractInterdisciplinary research from the learning sciences has helped us understand a great deal about the way that humans learn, and as a result we now have an improved understanding about how best to teach and train people. This same body of research must now be used to better inform the development of Artificial Intelligence (AI) technologies for use in education and training. In this paper, we use three case studies to illustrate how learning sciences research can inform the judicious analysis, of rich, varied and multimodal data, so that it can be used to help us scaffold students and support teachers. Based on this increased understanding of how best to inform the analysis of data through the application of learning sciences research, we are better placed to design AI algorithms that can analyse rich educational data at speed. Such AI algorithms and technology can then help us to leverage faster, more nuanced and individualised scaffolding for learners. However, most commercial AI developers know little about learning sciences research, indeed they often know little about learning or teaching. We therefore argue that in order to ensure that AI technologies for use in education and training embody such judicious analysis and learn in a learning sciences informed manner, we must develop inter‐stakeholder partnerships between AI developers, educators and researchers. Here, we exemplify our approach to such partnerships through the EDUCATE Educational Technology (EdTech) programme. Practitioner NotesWhat is already known about this topic? The progress of AI Technology and learning analytics lags behind the adoption of these approaches and technologies in other fields such as medicine or finance. Data are central to the empirical work conducted in the learning sciences and to the development of machine learning Artificial Intelligence (AI). Education is full of doubts about the value that any technology can bring to the teaching and learning process. What this paper adds? We argue that the learning sciences have an important role to play in the design of educational AI, through their provision of theories that can be operationalised and advanced. Through case studies, we illustrate that the analysis of data appropriately informed by interdisciplinary learning sciences research can be used to power AI educational technology. We provide a framework for inter‐stakeholder, interdisciplinary partnerships that can help educators better understand AI, and AI developers better understand education. Implications for practice and/or policy? AI is here to stay and that it will have an increasing impact on the design of technology for use in education and training. Data, which is the power behind machine learning AI, can enable analysis that can vastly increase our understanding of when and how the teaching and learning process is progressing positively. Inter‐stakeholder, interdisciplinary partnerships must be used to make sure that AI provides some of the educational benefits its application in other areas promise us.

Efek Strategi Konflik Kognitif dalam Pembelajaran berbasis Model Inkuiri terhadap Kemampuan Berpikir Kritis Mahasiswa

The Effects of Conflict Cognitive Strategy in Inquiry-Based Learning Model on Students' Critical Thinking Ability. Critical thinking has become a very important part of learning at all levels of education, and learning based on inquiry activities is recommended as a teaching foundation for practicing critical thinking. Generating learners' prior knowledge in inquiry activities is needed with cognitive conflict strategies, and theoretical studies show that cognitive conflict strategies can improve learners to think critically. This study aims to determine the effect of cognitive conflict strategies in scientific inquiry learning on improving the critical thinking ability of physics prospective-teacher. This research is an experimental research (weak experimental research) with the design of "one group pretest-posttest design" with a sample of 21 physics prospective-teachers at IKIP Mataram. Critical thinking ability were measured using a critical thinking ability test instrument. Data on critical thinking ability were analyzed descriptively and statistically, where homogeneity, normality, and t-test were used. The results showed that the implementation of cognitive conflict strategies in inquiry learning models had an impact on critical thinking ability of physics prospective-teacher. Descriptions of the results of further research are described in this article.

Pallas Advanced Learning Systems – A research-informed virtual learning kit

Education delivery and design is continuously being recast by application of learning technology. With learning being a complex socio-psychological experience, are current EdTech products simply replicating traditional teaching? This product review is about a Virtual Learning Kit (VLK) designed by Pallas Advanced Learning Systems, using Learning Sciences research. Learning Sciences is an interdisciplinary field which looks at the pedagogy behind learning and how people learn.

Principled practical knowledge in bridging practical and reflective experiential learning: case studies of teachers’ professional development

“Heuristic approach” is a teachers’ professional development (TPD) method supported by principled practical knowledge (PPK) which focuses on principled practical guidance that develops teachers’ capacity in innovative learning designs. This study reports the key features of the design and implementation of a TPD programme aimed at facilitating teachers’ experiential learning in designing and implementing seamless inquiry science learning (SISL). The TPD is based on the notion of fast and frugal heuristics which are supported by PPK and lead to actual classroom action. Two teacher case studies were analysed to investigate the teachers’ learning trajectory underpinned by an experiential learning framework throughout the TPD programme. As learners of innovative pedagogy, the teachers explored the design and implementation of SISL with their students. The findings indicate that the TPD programme had a positive impact on three aspects of teachers’ experiential learning: (a) acquiring new pedagogy; (b) improving knowledge and skills in the seamless inquiry science lesson (SISL) design and implementation; (c) nurturing reflective practices in teachers concerning the designing and implementation of SISL lessons. The teachers’ professional reflection and growth through experiential learning processes demonstrate how heuristic-based TPD engaged them as creative and professional lesson designers, resulting in meaningful changes in classroom practices. Our data analysis concluded that the heuristic-based TPD should be designed in such a way that it is authentic, reflective, practice-based and focused on meaningful tasks for the teachers.

BASIC AND INTEGRATED SCIENCE PROCESS SKILLS ACQUISITION AND SCIENCE ACHIEVEMENT OF SEVENTH-GRADE LEARNERS

For effective science inquiry and hands-on science learning, students should have a good mastery of the science process skills (SPS) before applying the processes. SPS are the building-blocks of critical thinking and inquiry in science. This study sought to investigate students’ SPS acquisition level and its relationship with their academic performance in science. The Science Process Skills Test, a 24-item test intended to quantify students’ basic and integrated SPS, was administered to the 100 randomly selected Grade 7 students of a private secondary school in Northern Luzon, Philippines. The data were analyzed using descriptive and correlational research methods. The results of the study revealed that the students have an average level of basic science process skills, and a low level of integrated science process skills. A significant correlation between students’ performance in science and basic SPS was reported. On the other hand, students’ integrated SPS was found not significantly related to their performance. Furthermore, there was a highly significant, positive correlation between the students’ overall science process skills and science achievement. Hence, it was recommended that students’ science process skills be improved through proper designs of inquiry-based experiments and activities to enhance and elevate students’ achievement in science. Article visualizations:

THE EFFECT OF SCIENTIFIC INQUIRY LEARNING MODEL TO SCIENCE PROCESS SKILLS ON ELASTICITY AND HOOKE’S LAW TOPIC

This research have purpose to know the effect of scientific inquiry learning model on student’s science process skills and student’s learning activity on elasticity and Hooke’s law topic. This research is a quasi experiment using control group pre-test-post-test design. The sampel of theses research consisted of two classes, each contains 30 students. By using total sampling, one class is made as experiment class that uses scientific inquiry learning model, and one class is as control that uses conventional learning model, so class XI science -1 as experiment class and class XI science -2 as control class. The instrument used was a test of science process skills in the form of student’s science process skills in the form of 7 essay test. In the experimental class the average activity of students in the three meeting, are 60.19, 77.59 and 86.67. The learning activity have increase during three times meeting and have average value 74.81 and have good category. The data obtain so scientific inquiry learning model can increase learning activity on elasticity and Hooke’s law topic of SMA Swasta Santa Maria Medan grade XI odd semester A.Y. 2018/2019. The value of the average post-test experimental class was 76.31 and control class was 70.83. Hypothesis with t-test shows the result there was a significant effect of scientific inquiry learning model on student’s science process skills on elasticity and Hooke’s law topic of SMA Swasta Santa Maria Medan grade XI odd semester A.Y. 2018/2019.

The use of argument based science inquiry learning model by using science writing heuristic approach to build students argument ability in environmental pollution theme

Given the importance of the ability to argue for students in Natural Science learning, it was necessary to find a solution, which is a method and learning approaches that are expected to develop students’ argumentation. One of the methods that could be apply was the Argument Based Science Inquiry (ABSI) learning model with Science Writing Heuristic (SWH) approach. The object of this study was learning natural science by using webbed-based with the theme of environmental pollution. This study aims to obtain a description of students’ argument ability in SMPN 1 Malingping. This research was the Quasi Experimental research with Non Equivalent Pre-test Post-test Design type. The subject involved of students’ class VII in SMPN 1 Malingping. Experimental class and control class were_given the same test, they were pre-test and post-test. The results showed that the N gain score of students’ argument ability in the experimental class was 0.40. While the value of N gain students’ argument ability in the control, class is 0.25. The researcher recommended that this research should be done in schools that have excellent classes and regular classes in order to make comparisons clear.

The Effect of Scientific Inquiry Learning Model and Scientific Argumentation on The Students’ Science Process Skill

This study aim edtoanalyze if the result of students science process skill with using scientific inquiry learning model better than conventional learning, to analyze if the results of science process skill of students who have high average of scientific argumentation better than students who have low average of scientific argumentation, to find out interaction between scientific inquiry learning model and scientific argumentation of physics students science process skill. This research is a quasi-experimental design with two group pretest-posttest design. The result of the data analyzed by using two ways Analysis of Variance. The results showed that the science process skill of students using scientific inquiry learning model better than conventional learning, The science process skill of students who have high average of scientific argumentation better than students who have the low average of scientific argumentation, and there was interaction between the scientific inquiry learning model and conventional learning with scientific argumentation to improve physics students science process skill.

The Effect of Authentic Contexts on Learners’ Questioning Level in Science Inquiry Learning at Middle School

The Effect of Authentic Contexts on Learners’ Questioning Level in Science Inquiry Learning at Middle School

High school students' perceptions of affect and collaboration during virtual science inquiry learning

AbstractThis study examined affect during high school students' face‐to‐face collaborative inquiry learning in science, supported by the web‐based software Virtual Baltic Sea Explorer. Self‐reported affective states during the inquiry process in peer groups were related to evaluations of a group's collaboration and performance in three phases of interdisciplinary science inquiry (biology and chemistry). Results indicate that despite high cognitive demands, positive affect prevailed whereas negative affect was infrequent. Structural equation modelling was used to analyse the significance of affect on collaboration and group performance. The relationship between affect, collaboration, and the groups' productive outcome revealed that self‐assurance had a significant effect on collaboration and support, intertwined with scientific understanding and group performance. Furthermore, a cross‐lagged analysis showed a reciprocal relation between positive affect, scientific understanding, collaboration, and support. These outcomes contribute to the scarce literature on the nature and importance of affect in the process of face‐to‐face computer‐supported collaborative inquiry and learning in science.

Inquiry as a Members’ Phenomenon: Young Children as Competent Inquirers

Understanding children’s inquiry often draws on exogenous understanding (i.e., scientists’ inquiry, classroom expectations) without first understanding inquiry in children’s everyday lives. In contrast, we examine young children’s inquiry in their families to better understand their competent engagement in inquiry. Specifically, we develop an endogenous representation of inquiry as a members’ phenomenon (IMP)—a representation formulated by participants in the course of their own activity. IMP highlights key moments in inquiry—beginning by orienting to inquiry, making progress by drawing on sensemaking resources, and orienting to ending inquiry. This representation also allows us to recognize evidence of young children’s competence in managing interactional, affective, and epistemic challenges inherent in these key moments of inquiry; the diverse array of sensemaking resources through which children address those challenges; and a range of children’s interests and concerns addressed within their inquiry. Furthermore, IMP provides a prism for reconceptualizing learning from learners’ perspective: attending to how participants orient to a moment of inquiry, inquire together, and come to what counts to them as a satisfactory end to their inquiry. This representation of inquiry is an important step in basic learning sciences research and informative for the design of science and other domain learning environments.

Backtalk: The new How People Learn: Culture matters

Linda Nathan describes her work on How People Learn II, a review of learning science research from the National Academies of Sciences, Engineering, and Medicine. The book that came out of the panel’s work describes how student cultures affect the predispositions that they bring to learning. The book cites research into important instructional practice and deepens educators’ understanding of the brain.

Exploring connections between environmental learning and behavior through four everyday-life case studies

Decades of research emphasize that information alone rarely influences environmental behavior. We addressed the question of, “what, then, does influence environmental behavior?” by asking more specifically: what factors mediate the relationship between learning about environmentally related issues and engaging in environmentally related behaviors? Following Yin’s case study approach, we designed a California (USA)-based case study focused on four everyday-life activities: purchasing food, commuting, engaging in leisure activities, and interacting with mobile technology. We grounded the study in four propositions that previous sociological, psychological, and learning sciences research suggested might influence learning–behavior connections in complex everyday-life contexts. To address the propositions across the four cases, we conducted 197 short, semi-structured interviews grounded in a narrative, relational frame. Using thematic content analysis, we found support for three of our propositions as mediators of learning–behavior connections; we also uncovered two emergent themes. Our findings suggest a web of elements that affect learning–behavior connections; those elements offer insights for environmentally related programming.

Time for Change: Insight from the Learning Sciences to Inform Dietitian Education and Credentialing

The current practice and policies utilized to credential registered dietitians nutritionists, referred to in this article as dietitians, for entry-into practice must be overhauled utilizing the evidence grounded in the learning sciences. The interdisciplinary field of the learning sciences provide evidence for effective educational practice and alternative assessment methods to reform dietetic education (Sawyer, 2006, p. xi). As a teacher in a dietetic education program and a graduate of a doctoral program in Curriculum, Instruction and the Science of Learning I will share my recommendations for dietetic education and credentialing of practitioners. In this article I will argue that the history of education in the United States has influenced the current education and credentialing process for dietitians. I will discuss the implementation of competency based dietetic education and the impact of the dietitian credentialing examination on the field. Finally, I will offer evidence to support my recommendations to implement alternative methods for credentialing dietetic practitioners that are supported in the learning sciences research.

Promoting children’s learning and transfer across informal science, technology, engineering, and mathematics learning experiences

This study investigated ways to support young children’s science, technology, engineering, and mathematics (STEM) learning and transfer of knowledge across informal learning experiences in a museum. Participants were 64 4- to 8-year-old children (Mage = 6.55 years, SD = 1.44) and their parents. Families were observed working together to solve one engineering problem, and then immediately afterward children worked on their own to solve a second engineering problem. At the outset of the problem-solving activities, families were randomly assigned to receive engineering instructions, transfer instructions, both engineering and transfer instructions, or no instructions. Families who received engineering instructions—either alone or in combination with the transfer instructions—demonstrated greater understanding and use of the engineering principle of bracing compared with those who received only transfer instructions. Moreover, older children who received both engineering and transfer instructions were more successful when working on their own to solve a perceptually different engineering problem compared with older children who received only one set of instructions or no instructions. Implications of the work for developmental and learning science research and informal education practice are discussed.

Whether and How Authentic Contexts Using a Virtual Chemistry Lab Support Learning

How can we help students develop an understanding of chemistry that integrates conceptual knowledge with the experimental and computational procedures needed to apply chemistry in authentic contexts? The current work describes ChemVLab+, a set of online chemistry activities that were developed using promising design principles from chemistry education and learning science research: setting instruction in authentic contexts, connecting concepts with science practices, linking multiple representations, and using formative assessment with feedback. A study with more than 1400 high school students found that students using the online activities demonstrated increased learning as evidenced by improved problem solving and inquiry over the course of the activities and by statistically significant improvements from pre- to posttest. Further, exploratory analyses suggest that students may learn most effectively from these materials when the activities are used after initial exposure to the content and when they wo...

Development Instrument’s Learning of Physics Through Scientific Inquiry Model Based Batak Culture to Improve Science Process Skill and Student’s Curiosity

This research aims to: (1) developed a instrument’s learning (lesson plan, worksheet, student’s book, teacher’s guide book, and instrument test) of physics learning through scientific inquiry learning model based Batak culture to achieve skills improvement process of science students and the students’ curiosity; (2) describe the quality of the result of develop instrument’s learning in high school using scientific inquiry learning model based Batak culture (lesson plan, worksheet, student’s book, teacher’s guide book, and instrument test) to achieve the science process skill improvement of students and the student curiosity. This research is research development. This research developed a instrument’s learning of physics by using a development model that is adapted from the development model Thiagarajan, Semmel, and Semmel. The stages are traversed until retrieved a valid physics instrument’s learning, practical, and effective includes :(1) definition phase, (2) the planning phase, and (3) stages of development. Test performed include expert test/validation testing experts, small groups, and test classes is limited. Test classes are limited to do in SMAN 1 Padang Bolak alternating on a class X MIA. This research resulted in: 1) the learning of physics static fluid material specially for high school grade 10th consisted of (lesson plan, worksheet, student’s book, teacher’s guide book, and instrument test) and quality worthy of use in the learning process; 2) each component of the instrument’s learning meet the criteria have valid learning, practical, and effective way to reach the science process skill improvement and curiosity in students.

Design and validation of general biology learning program based on scientific inquiry skills

Scientific inquiry is highly recommended to teach science. The reality in the schools and colleges is that many educators still have not implemented inquiry learning because of their lack of understanding. The study aims to1) analyze students’ difficulties in learning General Biology, 2) design General Biology learning program based on multimedia-assisted scientific inquiry learning, and 3) validate the proposed design. The method used was Research and Development. The subjects of the study were 27 pre-service students of general elementary school/Islamic elementary schools. The workflow of program design includes identifying learning difficulties of General Biology, designing course programs, and designing instruments and assessment rubrics. The program design is made for four lecture sessions. Validation of all learning tools were performed by expert judge. The results showed that: 1) there are some problems identified in General Biology lectures; 2) the designed products include learning programs, multimedia characteristics, worksheet characteristics, and, scientific attitudes; and 3) expert validation shows that all program designs are valid and can be used with minor revisions. The first section in your paper.

THE EFFECT OF SCIENTIFIC INQUIRY LEARNING MODEL TO SCIENCE PROCESS SKILL ON DYNAMIC FLUID TOPIC OF GRADE XI SEMESTER II SMA DHARMA PANCASILA MEDAN A.Y 2016/2017

This research aims to analyze the effect of scientific inquiry learning model to science process skills on dynamic fluid topic grade XI semester II SMA Dharma Pancasila Medan academic year 2016/2017. The type of this research was quasi experiment, with experiment class used scientific inquiry learning and control class used conventional learning. The population was all of the classes XI. Sample was taken with random sampling technique. The instrument used to determine student’s science process skills in dynamic fluid matter in form of experiment test with two observer and observation activity of student and the instrument had been validated and fulfilled to validator expert and reliability of test. Based on the data tabulation obtained the result of science proces skill of student pre-learning in experiment class 32.06 and 31.35 in control class and the result of science process skills post-learning in experiment class 78.13 and 50.91 in control class. Based on t testing, it can be conclude that science process skills of student using scientific inquiry learning model was better than conventional learning.Keywords: Scientific inquiry learning model, science process skills