| dc.description.abstract | ＂Inquiry-based learning＂ is a learning process based on curiosity, active problem-solving, hypothesis development, and generating potential answers. Both domestically and internationally, ＂inquiry＂ is considered a core element of modern science education. This learning approach emphasizes placing students at the center, providing ample opportunities for presentation, discussion, and hands-on experiences. Students engage in research experiences akin to scientists, acquiring scientific knowledge, attitudes, and skills. Crucially, sharing ideas with peers becomes paramount, enabling the collaborative proposal of experiments and discussions. Grounded in the theory of knowledge innovation, this approach fosters an environment where ideas take center stage, facilitating the mutual enhancement of community ideas and the exploration of in-depth knowledge.
Traditional classroom-based inquiry learning may encounter challenges such as students′ motivation and the accessibility of investigative techniques. In response to these challenges, scholars have developed online platforms supporting collaborative science inquiry. However, these platforms are primarily designed for personal computer use, imposing spatial limitations on inquiry learning. Additionally, with the implementation of the ＂Every Student with Internet, Every Classroom with a Tablet＂ policy by the Ministry of Education in 2022, there is a growing need for platforms compatible with tablet devices. Therefore, this study developed the ＂Inquiry Together＂ platform, specifically designed to support inquiry-based learning on tablet devices, aiming to address spatial constraints and provide students with a more flexible learning environment.
A total of fifty-six fifth-grade from an elementary school in northern Taiwan participated in this study. The research primarily employs a questionnaire survey method, adapting the scale developed by Yuen and Ma (2008) to assess the perceived usefulness, perceived ease of use, and intention to use the “Inquiry Together” platform. The survey was administered after participants had hands-on experience with the system, and responses were collected online using a Likert six-point scale. A total of 56 valid responses were analyzed using SPSS, employing independent sample t-tests. The results indicated positive average scores for each dimension, revealing that the students perceived positive usefulness, ease of use, and intention to use “Inquiry Together”.
In the preliminary stage of this study, we identified areas for improvement in the system, particularly in the aspects of guided instruction and idea presentation. Future development efforts will be directed towards enhancing these facets, aiming to provide a more suitable and tailored learning environment for teachers and students on site. | en_US |