Skip to main content
SpringerLink
Log in

The use of wikis in a science inquiry-based project in a primary school

  • Research Article
  • Published:
Educational Technology Research and Development Aims and scope Submit manuscript

Abstract

This study explored the use of wikis in a science inquiry-based project conducted with Primary 6 students (aged 11–12). It used an online wiki-based platform called PBworks and addressed the following research questions: (1) What are students’ attitudes toward learning with wikis? (2) What are students’ interactions in online group collaboration with wikis? (3) What have students learned with wikis in a science inquiry-based project in a primary school context? Analyses of the quantitative and qualitative data showed that with respect to the first research question, the students held positive attitudes toward the platform at the end of the study. With respect to the second research question, the students actively engaged in various forms of learning-related interactions using the platform that extended to more meaningful offline interactions. With respect to the third research question, the students developed Internet search skills, collaborative problem solving competencies, and critical inquiry abilities. It is concluded that a well-planned wiki-based learning experience, framed within an inquiry project-based approach facilitated by students’ online collaborative knowledge construction, is conducive to the learning and teaching of science inquiry-based projects in primary school.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5

Similar content being viewed by others

References

  • Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347–364.

    Article  Google Scholar 

  • Bricki, N. & Green, J. (2007). A guide to using qualitative research methodology. Retrieved May 21, 2015 from http://evaluation.msf.at/fileadmin/evaluation/files/documents/resources_MSF/MSF_Qualitative_Methods.pdf.

  • Byron, M. (2005). Teaching with Tiki. Teaching Philosophy, 28(2), 108–113.

    Article  Google Scholar 

  • Carr, A. A., Jonassen, D. H., Litzinger, M. E., & Marra, R. M. (1998). Good ideas to foment educational revolution: The role of systematic change in advancing situated learning, constructivism, and feminist pedagogy. Educational Technology, 38(1), 5–14.

    Google Scholar 

  • Chu, S. K. W., Siu, F., Liang, M., Capio, C. M., & Wu, W. W. Y. (2013). Users’ experiences and perceptions on using two wiki platforms for collaborative learning and knowledge management. Online Information Review, 37(2), 304–325.

    Article  Google Scholar 

  • Colburn, A. (2000). An inquiry primer. Science Scope, 23(6), 42–44.

    Google Scholar 

  • Desilets, A. & Paquet. S. (2005). Wiki as a tool for web-based collaborative story telling in primary school: A case study. Proceedings of the World Conference on Educational Multimedia, Hypermedia, and Telecommunications, Montreal, Quebec, Canada.

  • DeVos, A. S. (ed.), Strydom, H., Fouché, C. B., & Delport, C. S. L. (2005). Research at grassroots: For the social sciences and human service professions (3rd ed.) Pretoria: Van Schaik.

  • Dillenbourg, P. (1999). What do you mean by collaborative learning? In P. Dillenbourg (Ed.), Collaborative-learning: Cognitive and computational approaches (pp. 1–19). Oxford: Elsevier.

    Google Scholar 

  • Education Bureau, the Government of the Hong Kong Special Administrative Region. (2001). Report of learning to learn—The way forward in curriculum development. Retrieved July 5, 2013 from http://cd1.edb.hkedcity.net/cd/projectlearning/contact/sub_file/4key_eng.pdf.

  • Education Bureau, the Government of the Hong Kong Special Administrative Region. (2002). General studies for primary schools curriculum guide. Retrieved February 8, 2014 from https://cd.edb.gov.hk/kla_guide/GS_HTML/index.htm.

  • Educause (2005). Learner-centered principles. Retrieved July 9, 2013 from http://www.educause.edu/library/resources/7-things-you-should-know-about-wikis.

  • Ertmer, P. A., Newby, T. J., Liu, W., Tomory, A., Yu, J. H., & Lee, Y. M. (2011). Students’ confidence and perceived value for participating in cross-cultural wiki-based collaborations. Educational Technology Research and Development, 59(2), 213–228.

    Article  Google Scholar 

  • Fu, H., Chu, S. K. W., & Kang, W. (2013). Affordances and constraints of wiki for primary-school students’ group projects. Education Technology & Society, 16(4), 85–96.

    Google Scholar 

  • Gallagher, S. A., & Gallagher, J. J. (2013). Using problem-based learning to explore unseen academic potential. Interdisciplinary Journal of Problem-based Learning, 7(1), 111–131.

    Article  Google Scholar 

  • Gerbing, D. W., & Anderson, J. C. (1988). An updated paradigm for scale development incorporating unidimensionality and its assessment. Journal of Marketing Research, 25(2), 186–192.

    Article  Google Scholar 

  • Greenhow, C., Robelia, B., & Hughes, J. E. (2009). Learning, teaching, and scholarship in a digital age Web 2.0 and classroom research: What path should we take now? Educational Researcher, 38(4), 246–259.

    Article  Google Scholar 

  • Hallgren, K. A. (2012). Computing interrater reliability for observational data: An overview and tutorial. Tutorials in Quantitative Methods for Psychology, 8(1), 23–34.

    Article  Google Scholar 

  • Hazari, S., North, A., & Moreland, D. (2009). Investigating pedagogical value of Wiki technology. Journal of Information Systems Education, 20(2), 187–198.

    Google Scholar 

  • Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99–107.

    Article  Google Scholar 

  • Järvelä, S., Järvenoja, H., & Volet, S. (2010). Research on motivation in collaborative learning: Moving beyond the cognitive-situative divide and combining individual and social processes. Educational Psychologist, 45(1), 15–27.

    Article  Google Scholar 

  • Johnson, D. W., & Johnson, R. T. (1984). Cooperative learning. New Brighton: Interaction Book Company.

    Google Scholar 

  • Jonassen, D. H. (1999). Designing constructivist learning environments. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (Vol. II, pp. 215–239). Mahwah: Lawrence Earlbaum Associates.

    Google Scholar 

  • Knezek, G., Christensen, R., Tyler-Wood, T., & Periathiruvadi, S. (2013). Impact of environmental power monitoring activities on middle school student perceptions of STEM. Science Education International, 24(1), 98–123.

    Google Scholar 

  • Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-based learning. In R. K. Sawyer (ed.), The Cambridge Handbook of the Learning Sciences (pp. 317–334). Cambridge: Cambridge University Press.

  • Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., Fredricks, J., & Soloway, E. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7, 313–350.

    Article  Google Scholar 

  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Li, X., Chu, S. K. W., & Ki, W. W. (2014). The effects of a wiki-based collaborative process writing pedagogy on writing ability and writing attitudes among upper primary school students in Mainland China. Computers & Education, 77, 151–169.

    Article  Google Scholar 

  • Li, X., Chu, S. K. W., Ki, W. W., & Woo, M. M. (2012). Using a wiki-based collaborative process writing pedagogy to facilitate collaborative writing among Chinese primary school students. Australasian Journal of Educational Technology, 28(1), 159–181.

    Article  Google Scholar 

  • Liu, J., & Sadler, R. W. (2003). The effect and affect of peer review in electronic versus traditional modes on L2 writing. Journal of English for Academic Purposes, 2, 193–227.

    Article  Google Scholar 

  • Llewellyn, D. (2002). Inquire within: Implementing inquiry-based science standards. Thousand Oaks: Corwin Press.

    Google Scholar 

  • Mayer, R. E., Moreno, R., Boire, M., & Vagge, S. (1999). Maximizing constructivist learning from multimedia communications by minimizing cognitive load. Journal of Educational Psychology, 91(4), 638.

    Article  Google Scholar 

  • Moran, M. J. (2007). Collaborative action research and project work: Promising practices for developing collaborative inquiry among early childhood preservice teachers. Teaching and Teacher Education, 13, 499–511.

    Article  Google Scholar 

  • Nunnally, J. C. (1978). Psychometric theory (2nd ed.). New York: McGraw-Hill.

    Google Scholar 

  • Ogle, D. M. (1986). KWL: A teaching model that develops active reading of expository text. The Reading Teacher, 39(6), 564–570.

    Article  Google Scholar 

  • O’Loughlin, M. (1992). Rethinking science education: Beyond Piagetian constructivism toward a sociocultural model of teaching and learning. Journal of Research in Science Teaching, 29(8), 791–820.

    Article  Google Scholar 

  • Parker, K. R., & Chao, J. T. (2007). Wiki as a teaching tool. Interdisciplinary Journal of Knowledge and Learning Objects, 3, 57–72.

    Google Scholar 

  • Pifarré, M., & Fisher, R. (2011). Breaking up the writing process: How wikis can support understanding the composition and revision strategies of young writers. Language & Education, 25(5), 451–466.

    Article  Google Scholar 

  • Pifarré, M., & Kleine Staarman, J. (2011). Wiki-supported collaborative learning in primary education: How a dialogic space is created for thinking together. International Journal of Computer-Supported Collaborative Learning, 6(2), 187–205.

    Article  Google Scholar 

  • Pifarré, M., & Li, L. (2012). Teaching how to learn with a wiki in primary education: What classroom interaction can tell us. Learning, Culture and Social Interaction, 1(2), 102–113.

    Article  Google Scholar 

  • Prensky, M. (2001). Digital natives, Digital immigrants Part 1. Horizon, 9(5), 1–6.

    Article  Google Scholar 

  • Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-based Learning, 1(1), 9–20.

    Article  Google Scholar 

  • Savery, J. R., & Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational Technology, 35(5), 31–38.

    Google Scholar 

  • Schmid, K., & Trevisan, P. (2013). Wiki in der Fachdidaktik des Sachunterrichts (pp. 70–79). Unterstützung der Pädagogischen Hochschule Bern: Der Wiki-Weg des Lernens.

    Google Scholar 

  • Tapscott, D. (2008). Grown up digital. McGraw-Hill Education.

  • Webb, N. M., & Matergeorge, A. (2003). Promoting effective helping behavior in peer-directed groups. International Journal of Educational Research, 39(4), 73–97.

    Article  Google Scholar 

  • Wheeler, S., Yeomans, P., & Wheeler, D. (2008). The good, the bad and the wiki: Evaluating student-generated content for collaborative learning. British Journal of Educational Technology, 39(6), 987–995.

    Article  Google Scholar 

  • Wong, L. H., Chen, W. L., Chai, C. S., Chin, C. K., & Gao, P. (2011). A blended collaborative writing approach for Chinese L2 primary school students. Australasian Journal of Education Technology, 27(7), 1208–1226.

    Article  Google Scholar 

  • Woo, M. (2013). Collaborative writing with Wikis in upper primary English language classrooms (Unpublished doctoral dissertation). The University of Hong Kong, Hong Kong

  • Woo, M., Chu, S., Ho, A., & Li, X. (2011). Using a wiki to scaffold primary school students’ collaborative writing. Educational Technology & Society, 14(1), 43–54.

    Google Scholar 

  • Zhang, J. (2013). Collaboration, technology, and culture. In C. Hmelo-Silver, C. Chinn, C. K. K. Chan, & A. Donnell (Eds.), International Handbook of Collaborative Learning (pp. 495–508). Philadelphia: Taylor & Francis.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong, Shatin, NT, Hong Kong SAR, China

    Wilfred W. F. Lau

  2. Faculty of Education, The University of Hong Kong, Pokfulam Road, Hong Kong SAR, China

    Vicky Lui & Samuel K. W. Chu

Authors
  1. Wilfred W. F. Lau
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Vicky Lui
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Samuel K. W. Chu
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Wilfred W. F. Lau.

Appendices

Appendix 1: Student focus group interview questions

  1. 1.

    Compared with discussion with your friends face to face, do you enjoy discussion on PBworks more? Why? Why not?

  2. 2.

    Do you think you can learn a lot from your peers in the collaborative process? What have you learned?

  3. 3.

    Do you think the different opinions of your group members will affect your learning? Why?

  4. 4.

    Do you think you still want to work collaboratively online when you work on a project next time?

  5. 5.

    Do you think the collaborative discussion approach can help you improve your learning in General Studies, compared with a traditional discussion approach?

  6. 6.

    Do you think the teacher’s guidance is very important in the collaborative discussion process? What other help do you need from the teacher?

  7. 7.

    Do you think receiving your peers’ comments is better than only receiving comments from your General Studies teacher?

  8. 8.

    How can the searching skills of your group members help with your work?

  9. 9.

    What are the advantages that you experienced with this wiki-based collaborative learning?

  10. 10.

    What are the disadvantages that you experienced with this wiki-based collaborative learning?

  11. 11.

    What keywords did you use for searching? How did you select the materials that you needed?

Appendix 2

Table 2 Coding scheme for the focus group interviews
Full size table

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Lau, W.W.F., Lui, V. & Chu, S.K.W. The use of wikis in a science inquiry-based project in a primary school. Education Tech Research Dev 65, 533–553 (2017). https://doi.org/10.1007/s11423-016-9479-9

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11423-016-9479-9

Keywords

Search

Navigation