Inquiry learning behaviors captured through screencasts in problem-based learning

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Hamid Nadir, Assistant Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: This study examined the types of learning behaviors students demonstrated while performing inquiry tasks. It also explored the relationship between the learning behaviors and students’ domain knowledge. We observed fourteen students in five groups during a ninth-grade biology course. Three types of learning behaviors (inquiry, collaborative, and minimally productive behaviors) were identified and time on each type was measured. The results suggest that students demonstrated different patterns according to the types of learning behaviors. Correlation analysis revealed that learning outcomes had a strong positive correlation with the inquiry behaviors but a strong negative correlation with the minimally productive behaviors. The results suggest that attention should be paid to facilitate the more meaningful inquiry behaviors while reducing minimally productive behaviors.

Additional Information

Interactive Learning Environments, 26:6, 839-855, DOI: 10.1080/10494820.2017.1419496
Language: English
Date: 2017
Problem-based learning, inquiry learning, learning behaviors, collaborative learning, inquiry behaviors

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