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Would the development of (Personal and Social) Values and Attitudes be still achieved by conducting the Inquiry Based Learning online?,[object Object],網上探究式專題研習是否能實現價值觀(個人和社會)及態度的發展?,[object Object],Researcher:   Dr Felix Siu,[object Object]
Purpose,[object Object],This study investigates the efficacy of conducting inquiry project based learning with the use of educational technology for students in four primary schools with an emphasis on the development of values and attitudes in student projects. ,[object Object],Centre for Information Technology in Education,[object Object]
Backgrounds,[object Object],Reflection in learning is a pedagogical technique used to promote the higher order cognitive skills of analysis, synthesis, and evaluation that constitute the concept of critical thinking. ,[object Object],According to Bloom’s taxonomy of educational objectives, it consists of three domains: ,[object Object],cognitive (about knowing),[object Object],affective (about attitudes, feelings),[object Object],psychomotor (about doing).,[object Object],Centre for Information Technology in Education,[object Object]
Backgrounds,[object Object],The affective domain has a hierarchy of five levels: ,[object Object],receiving, ,[object Object],responding, ,[object Object],valuing, ,[object Object],organization ,[object Object],characterization. ,[object Object],Centre for Information Technology in Education,[object Object]
Backgrounds,[object Object],receiving: is willing to notice a particular phenomenon,[object Object],responding: makes response, at first with compliance, later willingly and with satisfaction,[object Object],valuing:  accepts worth of a thing,[object Object],organisation:  organises values; determinesinter-relationships; adaptsbehaviourto value system,[object Object],characterisation: generalisescertain values into controlling tendencies; emphasis on internal consistency; later integrates these into a total philosophy of life or world view.,[object Object],Centre for Information Technology in Education,[object Object]
Backgrounds,[object Object]
Backgrounds,[object Object],Why use Bloom Taxonomy?,[object Object],Today's teachers must make tough decisions about how to spend their classroom time. Clear alignment of educational objectives with EDB standards is a necessity. Like pieces of a huge puzzle, everything must fit properly. ,[object Object],The Bloom's Taxonomy Table clarifies the fit of each lesson plan's purpose, "essential question," goal or objective.,[object Object],Centre for Information Technology in Education,[object Object]
Methodology,[object Object],To foster affective reflection in learning, students were encouraged to create written reflection in their projects online,[object Object],besides a set of interview questions and questionnaire based on the characteristics of these five levels, were developed to scaffold students in their reflection process with an emphasis to enhance the development of values and attitudes in inquiry based learning. ,[object Object],The methodology used for the research was a mixed method of quantitative and qualitative techniques using three instruments: student survey, focus group interview and students’ written feedback in their projects.,[object Object],Centre for Information Technology in Education,[object Object]
Data Collection and Analysis,[object Object],The data was collected and examined using multiple sources of evidence, such as student questionnaires given after the students’ group assignment, a focus group interview conducted by research assistant, and the analysis of information recorded in Google Sites.,[object Object],Centre for Information Technology in Education,[object Object]
Data Collection and Analysis,[object Object],The questionnaire,[object Object],The student questionnaire consisted of closed-ended questions. Responses to the closed-ended questions were given according to a four  point Likert scale to examine the students’ five levels of affective domain of Bloom’s Taxonomy, where 1 referred to “Totally disagree” and 4 denoted “Totally agree”.,[object Object],Centre for Information Technology in Education,[object Object]
Data Collection and Analysis,[object Object],The questionnaire,[object Object],Centre for Information Technology in Education,[object Object]
Data Collection and Analysis,[object Object],The focus group interview,[object Object],The interview was conducted after the questionnaires have been given to clarify some of the students’ answers, or to probe further to understand their deepen comprehension. ,[object Object],Centre for Information Technology in Education,[object Object]
Data Collection and Analysis,[object Object],The focus group interview,[object Object],Centre for Information Technology in Education,[object Object]
Data Collection and Analysis,[object Object],The focus group interview,[object Object],Centre for Information Technology in Education,[object Object]
Data Collection and Analysis,[object Object],Students’ group assignment ,[object Object],Information generated by different groups was collected through Google Sites, and analyzed and sorted by types of category, which corresponds to  the five levels of affection domain of Bloom’s Taxonomy. We combined this evidence to get an overall picture.,[object Object],Centre for Information Technology in Education,[object Object]
Data Collection and Analysis,[object Object],Students’ group assignment ,[object Object],Centre for Information Technology in Education,[object Object]
Data Collection and Analysis,[object Object],Students’ group assignment ,[object Object],Centre for Information Technology in Education,[object Object]
Data Collection and Analysis,[object Object],Students’ group assignment ,[object Object],Centre for Information Technology in Education,[object Object]
Data Collection and Analysis,[object Object],Students’ group assignment ,[object Object],Centre for Information Technology in Education,[object Object]
Findings and Discussion,[object Object],1. Data from student questionnaires,[object Object],Centre for Information Technology in Education,[object Object]
Findings and Discussion,[object Object],1. Data from student questionnaires,[object Object],Centre for Information Technology in Education,[object Object]
Findings and Discussion,[object Object],1. Data from student questionnairesJudging from means (3.18) of the findings which is well above the average of 2.5.,[object Object],On average over 80% of the students did strongly agree to each level of the five level of affective domain learning objectives.,[object Object],Centre for Information Technology in Education,[object Object]
Findings and Discussion,[object Object],2. Data from focus group interview,[object Object],Data from interview was collected to get a deepen understanding of students’ reflection.,[object Object],Students were invited to involve to the interview, which consisted of five questions in correspondence with five levels of affection domain. ,[object Object],Majority of the students showed a positive value and attitude towards the project experience.,[object Object],For example,[object Object],For receiving level, students were asked whether they have spotted the effect of smoking, alcoholism and drug abuse on self development after project. There was widespread relief that 100% students referred to realize the bad effect.  As to responding level, the question whether the students know more about the topic after project was referred to. It has shown that majority of the students made it clear that they have knowledge enriched, and they would devote themselves to encourage others to get rid of smoking, alcoholism and drug abuse if they had opportunities.,[object Object],Centre for Information Technology in Education,[object Object]
Findings and Discussion,[object Object],1. Data from student’s websites,[object Object],The outcome of students’ group project have been shown on Google Sites, which facilitate us to get understand in depth what kind of content was taking place and what kind of reflection would come out. ,[object Object],Most of the groups were actively involved in this project.,[object Object],For example: All five groups described the various kinds of cigarettes, alcoholic drink and drug, as well as the reasons why people addicted to them. In the receiving level, all groups realized the bad effect of cigarettes, alcoholic drink and drug. In the responding level,4groups gave their confirmation that their knowledge has increased. ,[object Object],Centre for Information Technology in Education,[object Object]
Data Collection and Analysis,[object Object],Students’ group assignment ,[object Object],Centre for Information Technology in Education,[object Object]
Data Collection and Analysis,[object Object],Students’ group assignment ,[object Object],Centre for Information Technology in Education,[object Object]
Data Collection and Analysis,[object Object],Students’ group assignment ,[object Object],Centre for Information Technology in Education,[object Object]
Findings and Discussion,[object Object],In conclusion,[object Object],The primary goal of the investigation in exploration of any resultant evidence of student critical thinking, and a subsequent evaluation of the development of value and attitudes in doing inquiry based learning online has showed that the development of (Personal and Social) Values and Attitudes would be still achieved by conducting the Inquiry Based Learning online.,[object Object],Centre for Information Technology in Education,[object Object]
References,[object Object],Bloom, B.S. (1956).  Taxonomy of educational objectives. Handbook I: The cognitive domain. New York, NY: McKay.,[object Object],Bloom, B.S.  (Ed.) (1969).  Taxonomy of educational objectives. Handbook I I: Affective domain (2nd ed.). New York, NY: Longman, McKay,[object Object],Geoff Isaacs (1996) Bloom’s taxonomy of educational objectives.Teaching and Educational Development Institute, The University of Queensland.,[object Object],Centre for Information Technology in Education,[object Object]
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