Kamarudin, M.Z. and Mat Noor, M.S.A. orcid.org/0000-0003-4123-7357 (2024) Teacher’s Practice in Digital Inquiry-based Science Learning in a Primary School. Journal of Science of Learning and Innovations, 1 (1). pp. 33-60. ISSN 2949-7728
Abstract
This study aimed to explore the implementation of digital inquiry-based science learning in a rural primary school classroom in Melaka, Malaysia. The participants were eight Year 4 pupils (10–11 years old). Using a classroom action research approach, the study utilized two action research cycles using the bscs 5E Instructional Model to create lesson plans. The study’s findings reveal that effective digital inquiry-based science learning development in primary schools requires activities that align with and harness pupils’ prior knowledge, cross-curricular applications, differentiated learning, inquiry scaffolding, technological scaffolding, pupils’ technological skills, independent learning, learning by doing, and the opportunity to make connections, express ideas and report discoveries. The study illustrates that digital inquiry-based science learning is well-suited for practice in primary schools, enhancing both teachers’ pedagogical approaches and pupils’ conceptual understanding.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © Kamarudin and Mat Noor, 2024. This is an open access article distributed under the terms of the CC BY 4.0 license. |
Keywords: | action research; digital learning; inquiry-based learning; primary science |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 17 Sep 2024 12:37 |
Last Modified: | 17 Sep 2024 12:37 |
Status: | Published |
Publisher: | Brill |
Identification Number: | 10.1163/29497736-bja00004 |
Sustainable Development Goals: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:217254 |