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Improving Scientific Explanation Competency in Elementary Students through Simulation-transformed Inquiry Learning Cycle on Electrical Circuits |
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| รหัสดีโอไอ | |
| Creator | Niwat Srisawasdi |
| Title | Improving Scientific Explanation Competency in Elementary Students through Simulation-transformed Inquiry Learning Cycle on Electrical Circuits |
| Contributor | Teerapinya Kamplae, Phruetiwas Labphoo, Niwat Srisawasdi |
| Publisher | Digital Education and Learning Engineering Association |
| Publication Year | 2568 |
| Journal Title | Journal of Digital Education and Learning Engineering |
| Journal Vol. | 1 |
| Journal No. | 2 |
| Page no. | 57-72 |
| Keyword | Interactive simulation, inquiry-based learning, learning cycle, scientific competency, scientific explanation |
| URL Website | https://so18.tci-thaijo.org/index.php/delethailand |
| Website title | Journal of Digital Education and Learning Engineering Association |
| ISSN | 3088-1552 |
| Abstract | Developing learners’ competency in constructing scientific explanations is essential for fostering science literacy. 5E inquiry learning cycle enriched with interactive science simulations offers a promising strategy to actively engage students, support evidence-based reasoning, and build a solid scientific explanation competency vital for informed citizenship in the digital age. This study examines the impact of a simulation-infused inquiry learning cycle on sixth-grade students’ scientific explanation competency about electrical circuits. A quasi-experimental design involved 77 students divided into experimental (n = 38) and control (n = 39) groups. The experimental group engaged with a simulation-transformed 5E inquiry learning cycle, while the control group received conventional 5E inquiry learning cycle. Pre- and post-test data were analyzed using SPSS. The results revealed that both groups improved significantly from pre-test to post-test. However, the experimental group showed significantly higher post-test scores compared to the control group, with a statistically significant difference between groups after the intervention. No significant difference was found between the groups in the pre-test scores, confirming baseline equivalence. These results suggest that simulation-transformed inquiry learning cycle enhances students’ ability to construct scientific explanations more effectively than conventional inquiry learning mode. This approach offers a promising strategy for promoting science literacy and improving science learning outcomes in elementary education. |
