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Publication
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| Research Title |
Enhancing Scientific Understanding and Explanation of Climate Change in Seventh Graders: The Impact of Interactive Videos in Inquiry-Based Science Learning |
| Date of Distribution |
26 January 2024 |
| Conference |
| Title of the Conference |
2024 IEEE 7th Eurasian Conference on Educational Innovation (IEEE ECEI 2024) |
| Organiser |
Institute of Electrical and Electronics Engineers (IEEE), Kasetsart University, Thailand, Science Education Center, National Taiwan Normal University, Taiwan and International Institute of Knowledge Innovation and Invention(IIKII) |
| Conference Place |
Kasetsart University, Thailand |
| Province/State |
Bankok, Thailand |
| Conference Date |
26 January 2024 |
| To |
28 January 2024 |
| Proceeding Paper |
| Volume |
- |
| Issue |
- |
| Page |
- |
| Editors/edition/publisher |
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| Abstract |
Interactive videos and digital technology has been recognized by educators as a supportive tool to learn science. To comprehend the impact of these technologies, this study compared seventh-grade students’ ability to explain phenomena scientifically and understanding of climate change, particularly examining the role of interactive videos in learning. Focusing on students exposed to science inquiry-based learning with digital technology. The sample comprises 84 students from a public secondary school. They were divided into two groups: one using KKU iNote (EG1) and the other combining KKU iNote with interactive videos (EG2). The findings reveal notable differences in scientific explanation score between the groups. EG2, with access to interactive videos, significantly outperformed EG1. This suggests that interactive videos could boost students’ competency in explaining scientific concepts. Moreover, both groups showed improved understanding of climate change post-learning, indicating the positive impact of inquiry-based learning. Particularly, EG2 demonstrated higher average scores in scientific understanding than EG1. The study highlights the effectiveness of integrating digital technology, particularly interactive videos, in enhancing scientific explanation and understanding. In summary, inquiry-based science learning, equipped with digital technology and interactive videos, significantly improves students’ competency in explaining scientific concepts and understanding climate change. |
| Author |
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| Peer Review Status |
มีผู้ประเมินอิสระ |
| Level of Conference |
นานาชาติ |
| Type of Proceeding |
Full paper |
| Type of Presentation |
Oral |
| Part of thesis |
true |
| Presentation awarding |
false |
| Attach file |
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| Citation |
0
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Journal Publication
ไทย