Research On The Influence Of Participatory Learning And Vicarious Learning On Students' Scientific Inquiry Learning

Scientific inquiry learning,or inquiry science education,refers to a complete process of learning science in which students start from finding problems,put forward problems through a series of systematic methods to explore,and then solve problems or put forward logical conclusions.It has been supported by many theoretical and empirical researches in helping students to learn scientific concepts,understand the course of scientific inquiry,improve their ability of inquiry,enhance their interest in learning and develop their advanced ability.With the progress of technology and curriculum concept,as well as their application in classroom teaching,it provides new ideas and conditions for the reform and innovation of teaching and learning in the classroom.Therefore,the research on the effective form of scientific inquiry in the classroom and the influencing factors of students in the process of scientific inquiry will help to improve the teaching effect of current science education related courses and have theoretical and practical significance in making scientific inquiry better serve classroom teaching.Albert Bandura divides human learning into two ways:vicarious learning and participatory learning.With the continuous development of scientific inquiry activities in the science classroom,with the improvement and evaluation of new technology as the guide,relevant researchers also focus on the research and construction of scientific inquiry activities from the two transformation orientations of participatory learning and vicarious learning.At present,most of the researches on the participation form of scientific inquiry are mainly focused on technology realization,case analysis and use research.Few researches focus on the performance and influencing factors of students in this process from the perspective of implementation of two transformation orientations.Based on this,this study adopts a quasi-experimental design,focusing on the following four aspects:(1)Compare the influence of different ways of participating in scientific inquiry on students' inquiry effect.By controlling the variable of the way of participation in scientific inquiry,we can compare the differences in scientific inquiry ability between the two groups of students.And through the analysis of the five aspects of scientific inquiry,including:raising questions,putting forward hypotheses,making plans,conducting experiments,drawing conclusions,and then comparing the differences in these five abilities of different groups of students.(2)To compare the influence of different levels of pre-knowledge on students'exploration effect and exploration experience.Through the exploration and learning of four learning units and three kinds of inquiry topics,this paper analyzes the performance of the two groups of students in the process of scientific inquiry,and then compares the impact of different levels of pre-knowledge on students' scientific inquiry ability,inquiry motivation and inquiry immersion experience.(3)To explore the influence of the combination of participation in scientific inquiry and pre-knowledge level on students' scientific inquiry effect and inquiry experience.(4)To explore the potential influencing factors of students' scientific exploration ability,motivation and immersion experience in the process of scientific exploration.It mainly analyzes two parts:one is the interaction between students' scientific inquiry ability,inquiry motivation and inquiry immersion experience;the other is to explore and sort out potential influencing factors through qualitative data including questionnaire content,interview data and experience.Results revealed the following findings:(1)In some subjects,vicarious learning and participatory learning have the same effect on scientific inquiry learning;(2)Under different themes,students' exploration experience and part of exploration ability will be different.In the unit with chemistry as the core,the participatory learning group is significantly better than the vicarious learning group in the ability and motivation of scientific inquiry.Among them,in the scientific inquiry ability questionnaire,the students in the participatory learning group are significantly better than those in the vicarious learning group in terms of hypothesis and conclusion;in the inquiry theme with physics as the core,the students in the participatory learning group are significantly weaker in terms of questioning and experiment than those in the vicarious learning group;in the inquiry theme with mathematical logic and technology implementation as the core,the students in the vicarious learning group have a good immersion experience in inquiry In the group of participatory learning,the group of participatory learning is better than the group of vicarious learning;(3)The level of pre-knowledge will affect students' ability of inquiry,but not their motivation and immersion experience.The specific performance is that the students with high level of advanced knowledge have better performance of inquiry ability.In addition,the students with low prior knowledge have greater potential and faster rising space;(4)The first knowledge level and the way to participate in the exploration will not have a significant impact on students' exploration experience and exploration effect;(5)The application and immersion of scientific inquiry ability are not mutually influencing factors,and inquiry motivation will affect students' immersion experience in the process of inquiry;in addition,the resources of smart classroom,the interest of curriculum,the challenge of curriculum,the guidance of teachers,and the determination of inquiry goal are five main potential influencing factors that affect students' scientific inquiry experience and inquiry effect.