Computational scientific inquiry with Omosa virtual world and knowledge forum at a Hong Kong school

Abstract

Good teachers typically spend a great deal of time and effort to design interesting and engaging classroom activities in hopes of making a positive or deep impact on student learning. However, contemporary education reforms are redefining the knowledge, skills, and attitudes that 21st century students need to acquire in schools to prepare for facing challenges of the future and thriving in today’s complex fast-changing world. While teachers widely recognize the need to keep up with educational and even technological advances, they often struggle with designing and implementing new activities to develop various essential student competencies.

Furthermore, as the emergence of the field of learning sciences has helped to unravel some important implications for better classroom practices and promoted the use of many inquiry-based pedagogical approaches, the present study sought to examine the ongoing rigorous research on science learning and teaching and employ an unique combination of specific learning technologies with innovative pedagogical ideas in an actual educational setting. Henceforth, a workshop for carrying out computational scientific inquiry learning activities at a Hong Kong school was planned, and the implementation of learning activities was supported with the use of online Omosa Virtual World and Knowledge Forum software as well as the key pedagogical principles of productive failure and knowledge building.

The present study found the computational scientific inquiry activities beneficial for students in terms of motivation and learning outcomes. The results could also help resolve dilemmas that most modern-day teachers would face in relation to the instructional design and support for realizing authentic scientific inquiry learning experiences.