TY - JOUR
T1 - Effects of providing domain information on facilitating hypothesis generation in inquiry learning
AU - Kuang, Xiulin
AU - Eysink, Tessa H.S.
AU - de Jong, Ton
N1 - Funding Information:
We would like to thank the China Scholarship Council for funding this research. We also would like to thank PhET Interactive Simulations group from University of Colorado Boulder for granting us the permission to use the simulations and images for our study. We also thank Hagop Jamkojian and Jakob Sikken for the development of the selection tool and the adaptive domain information tool.
Funding Information:
This work was supported by the China Scholarship Council under Grant [number: 201707720027]. We would like to thank the China Scholarship Council for funding this research. We also would like to thank PhET Interactive Simulations group from University of Colorado Boulder for granting us the permission to use the simulations and images for our study. We also thank Hagop Jamkojian and Jakob Sikken for the development of the selection tool and the adaptive domain information tool.
Publisher Copyright:
© 2022 The Author(s). Published with license by Taylor & Francis Group, LLC.
PY - 2022/10/18
Y1 - 2022/10/18
N2 - This study investigated the effects of providing domain information in an early stage of an inquiry process, together with an aligned hypothesis scratchpad, on inquiry learning, and hypothesis generation in particular. Participants were provided with basic domain information that was adapted to their prior knowledge (experimental condition) or received no introduction to the domain (control condition) before writing their hypotheses. Sixty-nine secondary school students from two countries were randomly assigned to the experimental or the control condition. These two conditions were compared on hypothesis generation, the subsequent inquiry processes of data recording and drawing conclusions, and knowledge acquisition. Results indicate that the supported students could specify more testable relations in their hypotheses, and could write hypotheses with higher levels of informativeness about variables, conditions, and relations. No differences between conditions were found on data recording, drawing conclusions, and knowledge acquisition. Limitations and directions for future research are presented.
AB - This study investigated the effects of providing domain information in an early stage of an inquiry process, together with an aligned hypothesis scratchpad, on inquiry learning, and hypothesis generation in particular. Participants were provided with basic domain information that was adapted to their prior knowledge (experimental condition) or received no introduction to the domain (control condition) before writing their hypotheses. Sixty-nine secondary school students from two countries were randomly assigned to the experimental or the control condition. These two conditions were compared on hypothesis generation, the subsequent inquiry processes of data recording and drawing conclusions, and knowledge acquisition. Results indicate that the supported students could specify more testable relations in their hypotheses, and could write hypotheses with higher levels of informativeness about variables, conditions, and relations. No differences between conditions were found on data recording, drawing conclusions, and knowledge acquisition. Limitations and directions for future research are presented.
KW - Adaptive support
KW - domain knowledge
KW - hypothesis generation
KW - inquiry learning
KW - UT-Hybrid-D
UR - http://www.scopus.com/inward/record.url?scp=85140126135&partnerID=8YFLogxK
U2 - 10.1080/00220671.2022.2124219
DO - 10.1080/00220671.2022.2124219
M3 - Article
AN - SCOPUS:85140126135
SN - 0022-0671
VL - 115
SP - 285
EP - 297
JO - Journal of Educational Research
JF - Journal of Educational Research
IS - 5
ER -