An effect of technology-infused active inquiry learning in primary school science on students’ conceptions of learning science

Abstract

Digital technology has been proposed as a pedagogical tool capable of transforming traditional inquiry-based learning methods into innovative inquiry-based learning environments for school science. Researchers have reported that technology-enhanced learning environments have significant potential to shape students’ conceptions of learning and their learning approaches. This study, therefore, introduces a technology-infused active inquiry learning approach aimed at transforming primary school students’ conceptions of learning science. 11 fifth-grade students from a university-based primary school in the northeastern region of Thailand were selected to participate in a two-week intervention based on this approach. The results indicate a noticeable shift in the students’ conceptions of technology-infused active inquiry learning following the intervention. However, it was observed that many students still exhibited a tendency towards passive learning due to the overall interaction with technology during science lessons. This highlights the ongoing challenge of effectively incorporating technology in the classroom to foster more advanced conceptions of learning.