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The Effectiveness of Technology-integrated Inquiry-based Learning and of Thinking Styles on Elementary School Students' Creative Thinking, Learning Motivation, and Academic Achievement
PROCEEDINGS

, , , National Cheng Kung University, Taiwan

Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

The purpose of this ongoing research was to examine the effectiveness of technology-integrated inquiry-based learning (TIIBL) and of different thinking styles of elementary school students on creative thinking, learning motivation, and academic achievement. The research method was a pretest, midtest, posttest, and delayed posttest quasi-experimental design with 105 6th grade students in three classes. The independent variables were thinking styles (internal and external) and instructional strategies with three levels: traditional instruction, TIIBL with resources, and TIIBL with resources and then without resources provided. The dependent variables were creative thinking, learning motivation, and academic achievement. The research method, participants, data instruments, and data analysis of this project are described. The results of this study will help teachers implement TIIBL in elementary education.

Citation

Chen, Y.Y., Yang, Y.T.C. & Li, H.F. (2008). The Effectiveness of Technology-integrated Inquiry-based Learning and of Thinking Styles on Elementary School Students' Creative Thinking, Learning Motivation, and Academic Achievement. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 2916-2921). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from .

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