English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

For more than half a century, education scholars have advocated that science education should not only ask students to memorize knowledge but also teach them how to think (Wong et al., 2001). At present, under the unceasing endeavors of science education organizations and scholars who have promoted various science education projects and experimental curricula (National Research Council, 2000; NGSS Lead States, 2013), the educational idea of teaching students to do science and learn science through scientific inquiry activities has gradually been incorporated in the national education standards of numerous countries (Department for Education, 2013; National Research Council, 2013). At the same time, inquiry-based learning has become a core teaching strategy in contemporary science education. Many researchers have recommended that these inquiry-based curricula should give students experience in dealing with real-world problems (Fortus et al., 2005; Hsu et al., 2016). Abundant research has also verified that implementing such curricula can enhance students’ scientific knowledge acquisition and scientific inquiry abilities, such as data analysis and scientific inference abilities (Ebenezer et al., 2011; Furtak et al., 2012; Ketpichainarong et al., 2010). However, some challenges could arise when attempting to develop meaningful real-world science problems or create real-world inquiry situations in conventional science classrooms. Fortunately, the advancement and popularization of computer technologies have made them a feasible tool for supporting inquiry-based curricula. Computers can simulate the conventional equipment that students require to conduct science experiments; they can also be used to construct virtual worlds where students can explore the real-world problems that cannot be conducted in traditional classrooms (Quellmalz et al., 2009). Currently, teachers can allow students to sit in front of computers to engage in scientific exploration activities on their own. Furthermore, using computer simulations saves both time for learning and the cost of science equipment; Fu-Hsing Tsai National Chiayi University, Taiwan I-Ying Hsu The Affiliated Senior High School of National Kaohsiung Normal University, Taiwan Abstract. This research aimed to develop a computer detective game for science education to provide students in experiencing real-world problem-solving after learning electricity-related knowledge, and to explore the effects of designing the guidance of process constraints and prompts into this game. To explore the effects of guidance, two different game tasks with and without the guidance of process constraints and prompts were integrated into this game. At the same time, to understand appropriate prompt guidance, two different versions of the first game task with and without real-time prompts were also designed. Two ninth-grade classes from a lower secondary school were randomly assigned to use different versions of game with different real-time guidance prompts. The research findings indicate that students had significantly better problem-solving performance in first game task with the guidance of process constraints and prompts than those in second game task without guidance. The results also indicate that the design of real-time prompts may not only enhance students’ problem-solving performance and knowledge acquisition, but also lower students’ cognitive load.

EXPLORING THE EFFECTS OF GUIDANCE IN A COMPUTER DETECTIVE GAME FOR SCIENCE EDUCATION