Primary school students’ science inquiry learning and behavior patterns while exploring augmented reality science learning

Abstract

Scientific inquiry has been recognized as an effective instructions ability for learners in science education. The present study aims to explore the behavioral patterns of the science inquiry learning process and the behavior patterns of conception construction in augmented reality (AR) science learning activities for primary school students. An AR-based inquiry learning activity of “Exploring the External Conditions of Seed Germination” was supported, which is an attempt to integrate virtual objects with real situations. Learners utilize the AR based learning materials to accumulate experiences and identify problems while observing and perceiving science concepts. They carry out scientific inquiry based on problems. The scientific inquiry learning can be implemented the following eight-step teaching strategies: constructing environment with AR, revealing misconception under experience, correcting mistakes through AR concepts, obtaining new knowledge by reflection and exploration, establishing the experimental scheme with AR, bringing the scheme to completion by modifying, solving scientific questions through AR, making progress under self-reflection. Students’ learning behaviors were analyzed by adopting behavioral sequence analysis. The results suggest that the eight-step teaching strategies may support learners’ inquiry learning processes to achieve a positive outcome for their self-efficacy in science inquiry learning.