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pp. 441-455 | Article Number: ijese.2018.038
Published Online: July 28, 2018
Abstract
Although there is discussion of gender equality in science and experimental tasks, it might be different in a non-traditional learning environment, such in an inquiry-based learning arrangement. It’s structure of this teaching method differs from a traditional lesson in that they are perceived as more flexible and have a product as an outcome. The influence of gender, children’s preference in using, and the level of use of digital technology on the outcome will to be analysed in this alternative learning arrangement. 101 primary school children were taught in an inquiry-based learning setting using digital tools to solve an architectural problem. During the experimental phase, the created product was tested in an experiment. The question is whether gender, pupil’s general purpose in using and frequency of technology has an impact on this lesson’s outcome. There was no significant correlation between gender and a successful outcome, but there was a correlation between frequent use of digital tools and a successful achievement in the lesson. There was no significant relationship between gender and the different uses to which technology was put, nor between pupils’ purpose in using it and a successful final outcome in the experiment in an inquiry learning setting. This means that inquiry-based learning, even in a science-based lesson, is suitable for boys and girls equally and frequent use of technology is linked to improved student achievement.
Keywords: gender studies, media in education, elementary education, improving classroom teaching, teaching strategies
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