TEACHING PHOTOSYNTHESIS USING AN INQUIRY-BASED APPROACH VIA A DIGITAL EDUCATIONAL PLATFORM TO PROMOTE STUDENTS’ UNDERSTANDING

European journal of education studies Pub Date : 2023-10-31 DOI:10.46827/ejes.v10i12.5088

Maria Fermani, Martha Georgiou

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Abstract

Our research aimed to identify whether inquiry-based learning via Go-LAB platform, could enhance students learning about photosynthesis. The study sample consisted of 92 second-year high-school students, and the educational intervention consisted of three teaching hours. We conducted a pre- and a post- test via a questionnaire with closed-ended questions to detect the possible results of our teaching intervention. The statistically significant difference between the pre- and post-test surveys indicated that the inquiry-based intervention via Go-LAB platform helped students to better understand the concept of photosynthesis. At the same time, positive learning effects in our study were found to be gender-independent, a finding that is in line with a multitude of studies. Students gave more correct answers about the photosynthesis process, and several alternative ideas seemed to be overturned. Consequently, according to our findings, inquiry-based learning supported by the Go-LAB platform seems to represent an efficient way of teaching complex biological concepts like photosynthesis. Article visualizations:

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通过数字教育平台，采用探究式方法教授光合作用，促进学生对光合作用的理解

我们的研究旨在确定通过 Go-LAB 平台开展的探究式学习能否促进学生对光合作用的学习。研究样本包括 92 名高中二年级学生，教育干预包括三个课时。我们通过封闭式问卷进行了前后测试，以检测教学干预可能产生的效果。前测和后测的统计差异表明，通过 Go-LAB 平台进行的探究式干预有助于学生更好地理解光合作用的概念。同时，我们的研究还发现，积极的学习效果与性别无关，这与许多研究结果一致。学生们给出了更多关于光合作用过程的正确答案，一些其他的想法似乎也被推翻了。因此，根据我们的研究结果，Go-LAB 平台支持的探究式学习似乎是教授光合作用等复杂生物概念的有效方法。文章可视化：

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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European journal of education studies

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