A multi-modal, web-based inquiry learning environment on Genetically Modified Organisms
Date Issued
2011
Abstract
A multi-modal, web-based inquiry learning environment (LE) on Biotechnology and
Genetically Modified Organisms (GMOs) is the focus of this presentation. The LE has
been developed for use in science education as a means to raise students’ interest in
socio-scientific problems and create a bond between the scientific enterprise and human
life through the use of new information technologies. The LE was built around the idea of
software-based scaffolding, the role of which is crucial for successful reflective inquiry
and synchronous and asynchronous collaboration among students. A design-based
approach was followed for the development of the LE; the LE was designed by a Local
Working Group (LWG) in Cyprus, piloted, redesigned and re-enacted in a high school
class. The analysis of pre and post tests administered to students during the LE’s
reenactment demonstrated the effectiveness of the intervention; students’ conceptual
understanding and credibility skills were significantly improved by the end of the
enactment. Such approaches can become the catalyst for making science education more
attractive and appealing to students’ learning needs
Genetically Modified Organisms (GMOs) is the focus of this presentation. The LE has
been developed for use in science education as a means to raise students’ interest in
socio-scientific problems and create a bond between the scientific enterprise and human
life through the use of new information technologies. The LE was built around the idea of
software-based scaffolding, the role of which is crucial for successful reflective inquiry
and synchronous and asynchronous collaboration among students. A design-based
approach was followed for the development of the LE; the LE was designed by a Local
Working Group (LWG) in Cyprus, piloted, redesigned and re-enacted in a high school
class. The analysis of pre and post tests administered to students during the LE’s
reenactment demonstrated the effectiveness of the intervention; students’ conceptual
understanding and credibility skills were significantly improved by the end of the
enactment. Such approaches can become the catalyst for making science education more
attractive and appealing to students’ learning needs
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