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Effect of different forms of pre-defined hypotheses on supporting inquiry learning in a simulation environment

Kuang, Xiulin (2017) Effect of different forms of pre-defined hypotheses on supporting inquiry learning in a simulation environment.

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Abstract:The purpose of this study was to examine differences in effect of two forms of pre-defined hypotheses: to be falsified (TBF) and to be verified (TBV) hypotheses in a simulation-based inquiry learning environment. TBF and TBV hypotheses respectively denote pre-defined hypotheses that are meant to be falsified or verified by inquiry results. The present study used a quasi-experimental pretest and posttest design. The effect comparison was implemented based on both domain knowledge acquisition and inquiry process. Thirty-seven second-year Dutch students from a pre-university school were first grouped by gender and then randomly assigned to either one of the conditions to keep the same proportion of female and male students under each condition. Results showed no significant differences between conditions on both knowledge acquisition and inquiry process. Students’ beliefs on the given hypotheses were also considered as probable influencing factors. Comparison among students who were given different pre-defined hypotheses and held different beliefs on these hypotheses found no significant difference either, indicating students’ beliefs have the same non-significant impact on students from TBV and TBF group.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/72449
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