TEACHING PHOTOSYNTHESIS USING AN INQUIRY-BASED APPROACH VIA A DIGITAL EDUCATIONAL PLATFORM TO PROMOTE STUDENTS’ UNDERSTANDING

Maria Fermani, Martha Georgiou

Abstract


Our research aimed to identify whether inquiry-based learning via Go-LAB platform, could enhance students learning about photosynthesis. The study sample consisted of 92 second-year high-school students, and the educational intervention consisted of three teaching hours. We conducted a pre- and a post- test via a questionnaire with closed-ended questions to detect the possible results of our teaching intervention. The statistically significant difference between the pre- and post-test surveys indicated that the inquiry-based intervention via Go-LAB platform helped students to better understand the concept of photosynthesis. At the same time, positive learning effects in our study were found to be gender-independent, a finding that is in line with a multitude of studies. Students gave more correct answers about the photosynthesis process, and several alternative ideas seemed to be overturned. Consequently, according to our findings, inquiry-based learning supported by the Go-LAB platform seems to represent an efficient way of teaching complex biological concepts like photosynthesis.

 

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Keywords


inquiry-based learning, photosynthesis, digital educational platform, secondary education, learning outcomes, Go-Lab

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References


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DOI: http://dx.doi.org/10.46827/ejes.v10i12.5088

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