Open AccessSIM FOR SCIENCE: SCAFFOLD IN INQUIRY-BASED LEARNING
Author(s) -
nazirah kamal ruzaman
Publication year - 2019
Publication title -
asia proceedings of social sciences
Language(s) - English
Resource type - Journals
eISSN - 2663-6638
pISSN - 2663-662X
DOI - 10.31580/apss.v4i1.675
Subject(s) - enthusiasm , active learning (machine learning) , mathematics education , process (computing) , inquiry based learning , higher order thinking , domain (mathematical analysis) , science learning , discovery learning , computer science , order (exchange) , science education , scaffold , psychology , pedagogy , teaching method , artificial intelligence , mathematics , social psychology , mathematical analysis , finance , cognitively guided instruction , economics , operating system , database
Inquiry-based learning is a form of active learning that starts by posing questions, problems or scenarios. Inquiry-based learning is an indispensable element for the generating of higher order thinking skills that assist students to inquire meaningful questions that led to relevant answers. It is essential to provoke students’ interest and bewilderment. Recent advancement in technology has captivated the enthusiasm of both educators and researchers to develop inquiry-based classroom activities that emphasize on the application of educational technology in the domain of school science education. Thus, we have designed a learning application “AIBASEâ€, which assists primary school students in generating hypotheses during Science experiments. The Triple E evaluation framework was used to determine the effectiveness of using “AIBASE†in aiding the learning process. The results implied improvements in students performance level. In addition, this paper also highlights the main criteria of inquiry-based learning.