Developing Online Research Skills in a Lower Secondary School: The Viewpoint of Students
Alamettälä, Tuulikki (2024-02-01)
Springer
01.02.2024
Alamettälä, T. (2024). Developing Online Research Skills in a Lower Secondary School: The Viewpoint of Students. In: Kurbanoğlu, S., et al. Information Experience and Information Literacy. ECIL 2023. Communications in Computer and Information Science, vol 2043. Springer, Cham. https://doi.org/10.1007/978-3-031-52998-6_23
https://rightsstatements.org/vocab/InC/1.0/
© 2024 The Author(s), under exclusive license to Springer Nature Switzerland AG
https://rightsstatements.org/vocab/InC/1.0/
© 2024 The Author(s), under exclusive license to Springer Nature Switzerland AG
https://rightsstatements.org/vocab/InC/1.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202402091662
https://urn.fi/URN:NBN:fi:oulu-202402091662
Tiivistelmä
Abstract
This study explored lower secondary school students’ perspectives on learning online research skills. The aim was to investigate how the students experienced an intervention based on the Guided Inquiry Design model and whether their learning experiences, classwork, and challenges correlated. Data were collected via a questionnaire and analyzed quantitatively. Most learning in online research skills occurred during the first intervention course. Even more than online research skills, students reported learning about subject content and working practices. The students reported that their classroom work had been good and that they had not faced any major problems. Correlation analysis showed that classwork was linked to learning experiences. A negative correlation was found between classwork and perceived challenges. The study suggests that the Guided Inquiry Design model works with students and holds promise in enhancing students’ learning experiences, including the acquisition of online research skills and subject-specific knowledge.
This study explored lower secondary school students’ perspectives on learning online research skills. The aim was to investigate how the students experienced an intervention based on the Guided Inquiry Design model and whether their learning experiences, classwork, and challenges correlated. Data were collected via a questionnaire and analyzed quantitatively. Most learning in online research skills occurred during the first intervention course. Even more than online research skills, students reported learning about subject content and working practices. The students reported that their classroom work had been good and that they had not faced any major problems. Correlation analysis showed that classwork was linked to learning experiences. A negative correlation was found between classwork and perceived challenges. The study suggests that the Guided Inquiry Design model works with students and holds promise in enhancing students’ learning experiences, including the acquisition of online research skills and subject-specific knowledge.
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