The effects of a technology-enhanced inquiry instructional model on students' understanding of science in Thailand
| dc.contributor.advisor | Barufaldi, James P. | en |
| dc.creator | Lertwanasiriwan, Chaiwuti | en |
| dc.date.accessioned | 2012-10-16T20:39:08Z | en |
| dc.date.accessioned | 2017-05-11T22:28:55Z | |
| dc.date.available | 2012-10-16T20:39:08Z | en |
| dc.date.available | 2017-05-11T22:28:55Z | |
| dc.date.issued | 2009-05 | en |
| dc.description | text | en |
| dc.description.abstract | The study examined the effects of a technology-enhanced inquiry instructional model on students' understanding of science in Thailand. A mixed quantitative research design was selected for the research design. A pretest-posttest control-group design was implemented for the experimental research. A causal-comparative design using questionnaire and classroom observation was employed for the non-experimental research. Two sixth-grade classrooms at a medium-sized public school in Bangkok, Thailand were randomly selected for the study--one as the control group and the other as the experimental group. The 34 students in the control group only received the inquiry instructional model, while the 35 students in the experimental group received the technology-enhanced inquiry instructional model. Both groups of students had been taught by the same science teacher for 15 weeks (three periods per week). The results and findings from the study seemed to indicate that both the technology-enhanced inquiry instructional model and the inquiry instructional model significantly improve students' understanding of science. However, it might be claimed that students receiving the technology-enhanced inquiry instructional model gain more than students only receiving the inquiry instructional model. In addition, the technology-enhanced inquiry instructional model seemed to support the assessment during the 5E Model's evaluation stage. Most students appeared to have very good attitudes toward using it in the science classroom suggesting that the technology-enhanced inquiry instructional model motivates students to learn science. | en |
| dc.description.department | Science and Mathematics Education | en |
| dc.format.medium | electronic | en |
| dc.identifier.uri | http://hdl.handle.net/2152/18445 | en |
| dc.language.iso | eng | en |
| dc.rights | Copyright is held by the author. Presentation of this material on the Libraries' web site by University Libraries, The University of Texas at Austin was made possible under a limited license grant from the author who has retained all copyrights in the works. | en |
| dc.subject.lcsh | Science--Study and teaching--Thailand | en |
| dc.subject.lcsh | Instructional systems--Research | en |
| dc.subject.lcsh | Science--Study and teaching--Technological innovations | en |
| dc.title | The effects of a technology-enhanced inquiry instructional model on students' understanding of science in Thailand | en |