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Conference papers
Relation between students' reflection levels and their inquiry learning outcomes
Abstract : In this study we aimed to identify the relation between students’ reflection levels and their inquiry
learning outcomes (i.e. their formulated conclusions) after conducting a complete inquiry cycle in an
online Go-Lab Inquiry Learning Space (ILS). We expected that students exhibiting a higher reflection
level would be more experienced in formulating higher quality conclusions than students at a lower
reflection level. Forty-three students from the 9th grade with an average age of 15 years from two
Estonian public schools participated in this study. During the interventions students worked with a
chemistry-based ILS called “What does pH measure?” Students were given a pre-defined problem to
be solved by following an inquiry cycle. In each phase students had tasks to perform which led to
concrete learning outcomes. The students used specific application called Conclusion Tool to state
their conclusions and used Reflection Tool to answer two open-ended reflective questions to reflect on
their study process. The results suggest that students who reflect at a higher reflection level are more
successful in formulating higher quality inquiry outcomes such as hypotheses, observations and
conclusions. Therefore it seems that reflection should be part of the learning process in order to
support students to achieve higher quality inquiry learning outcomes.
Keywords :
Inquiry-based learning
reflection
Cited literature [23 references]
https://telearn.archives-ouvertes.fr/hal-01399062
Contributor : Go-Lab Project <>
Submitted on : Friday, November 18, 2016 - 12:00:54 PM
Last modification on : Wednesday, September 18, 2019 - 1:29:51 AM
Long-term archiving on: : Tuesday, March 21, 2017 - 1:25:25 AM
Contributor : Go-Lab Project <>
Submitted on : Friday, November 18, 2016 - 12:00:54 PM
Last modification on : Wednesday, September 18, 2019 - 1:29:51 AM
Long-term archiving on: : Tuesday, March 21, 2017 - 1:25:25 AM
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