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Designing a Web-Based Science Learning Environment for Model-Based Collaborative Inquiry

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Abstract

The paper traces a research process in the design and development of a science learning environment called WiMVT (web-based inquirer with modeling and visualization technology). The WiMVT system is designed to help secondary school students build a sophisticated understanding of scientific conceptions, and the science inquiry process, as well as develop critical learning skills through model-based collaborative inquiry approach. It is intended to support collaborative inquiry, real-time social interaction, progressive modeling, and to provide multiple sources of scaffolding for students. We first discuss the theoretical underpinnings for synthesizing the WiMVT design framework, introduce the components and features of the system, and describe the proposed work flow of WiMVT instruction. We also elucidate our research approach that supports the development of the system. Finally, the findings of a pilot study are briefly presented to demonstrate of the potential for learning efficacy of the WiMVT implementation in science learning. Implications are drawn on how to improve the existing system, refine teaching strategies and provide feedback to researchers, designers and teachers. This pilot study informs designers like us on how to narrow the gap between the learning environment’s intended design and its actual usage in the classroom.

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Notes

  1. In the teacher’s Project Management section, the editing box supports teachers’ insertion of images and videos with embedded code from the Internet; dynamic simulations in the form of java applets and webstart can be uploaded in the Simulation Lab; Simulations can be chosen from the Simulation Lab and imported into the Investigate tab.

  2. In the WiMVT system, we design optional interfaces for Question and Hypothesize, and Plan tabs according to the Rezba’s categorization of inquiry levels (Rezba et al. 1999). Teachers can provide the inquiry questions directly if the lesson adopts guided inquiry mode. When in the open inquiry, students are required to raise inquiry questions and to prepare an investigation plan by themselves.

  3. In the Investigate Tab, two types of interfaces are available for the students to do investigation. One is used for doing and observing the simulation for science phenomena containing complex, ambiguous and continuous concepts, as well as for answering guided questions; the other is for investigating real-lab experiments, and for recording evidence and data.

  4. As the models were the products of groups’ work, the number of models equals the number of groups.

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Acknowledgments

This research is funded by National research Foundation in Singapore (Project #: NRF2009-IDM001-MOE-019, IDM SST Future School-Science project).We would like to thank WiMVT team members and our collaborators: Baohui Zhang, Karel Mous, Chaohai Chen, Shan Gao, Weikai Fu, Pey Tee Oon, Audrey Teo, Kin Chuah Chan and their students for working with us on the project.

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  1. Learning Sciences Laboratory, National Institute of Education, Singapore, 637616, Singapore

    Daner Sun & Chee-Kit Looi

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  1. Daner Sun
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  2. Chee-Kit Looi
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Correspondence to Daner Sun.

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Sun, D., Looi, CK. Designing a Web-Based Science Learning Environment for Model-Based Collaborative Inquiry. J Sci Educ Technol 22, 73–89 (2013). https://doi.org/10.1007/s10956-012-9377-9

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