Diseño y usabilidad de IndagAppuna app para la enseñanza de las ciencias por indagación

  1. Iraya Yánez-Pérez 1
  2. Radu Bogdan Toma 1
  3. Jesús Ángel Meneses-Villagrá 1
  1. 1 Universidad de Burgos, UBU (España)
Revista:
RIED: revista iberoamericana de educación a distancia

ISSN: 1138-2783

Año de publicación: 2024

Volumen: 27

Número: 2

Tipo: Artículo

DOI: 10.5944/RIED.27.2.39109 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: RIED: revista iberoamericana de educación a distancia

Resumen

Inquiry is a didactic methodology that promotes the development of scientific competencies and the meaningful learning of science. However, its implementation in the Spanish educational context faces various barriers, such as the lack of both resources andteacher training. The objective of this study was to design and evaluate the usability of IndagApp; an ICT resource that facilitates the teaching of science by inquiry with students aged 10 to 14. A convergent mixed methods design was used, with an intentional sampling composed of a panel of 14 experts from different disciplines. The quantitative results showed high usability of the app, while the qualitative ones allowed for improving the user interface, including scaffolding strategies and aligning the resource with the curricular demands. From this process, an improvement of the app was made, which in its improved version consists of ten inquiries that address the central contents of the new LOMLOE curriculum. In addition, support resources have been designed for its implementation, such as guide programs for teachers and printable class sheets for students. Taken together, this resource is relevant and innovative for the didactic transposition of inquiry, providing the Ibero-American educational and research community with a valuable tool for the teaching of science. Future research delving into the usage and perceived usability among potential users in Primary and Secondary Education is warranted.

Referencias bibliográficas

  • Aditomo, A., & Klieme, E. (2020). Forms of inquiry-based science instruction and their relations with learning outcomes: evidence from high and low-performing education systems. International Journal of Science Education, 42(4), 504-525. https://doi.org/10.1080/09500693.2020.1716093
  • Aguilera, D., & Perales-Palacios, F. J. (2020). What effects do didactic interventions have on students’ attitudes towards science? A meta-analysis. Research in Science Education, 50(2), 573-597. https://doi.org/10.1007/s11165-018-9702-2
  • Akerson, V. L., & Bartels, S. L. (2023). Elementary science teaching: Towards the goal of scientific literacy. En N. G. Lederman, D. L. Zeidler & J. S. Lederman (Eds.), Handbook of Research on Science Education, Volume III (pp. 528-558). Routledge. https://doi.org/10.4324/9780367855758-21
  • Alarcón-Orozco, M. M., Franco Mariscal, A. J., & Blanco López, Á. (2022). Ayudando a maestros en formación inicial a desarrollar indagaciones en la Educación Infantil. Revista Eureka Sobre Enseñanza y Divulgación de Las Ciencias, 19(1), 1-20. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2022.v19.i1.1601
  • Ali, N., Ullah, S., & Khan, D. (2022). Interactive laboratories for science education: A subjective study and systematic literature review. Multimodal Technologies and Interaction, 6(10). https://doi.org/10.3390/mti6100085
  • Aljuhani, K., Sonbul, M., Althabiti, M., & Meccawy, M. (2018). Creating a Virtual Science Lab (VSL): The adoption of virtual labs in Saudi schools. Smart Learning Environments, 5(16), 1-13. https://doi.org/10.1186/s40561-018-0067-9
  • Alzate, M. A., & Guevara, M. (2021). La indagación como herramienta de enseñanza en el museo de ciencias naturales: Un estudio de caso acerca del fortalecimiento de las prácticas de guianza. Revista Eureka Sobre Enseñanza y Divulgación de Las Ciencias, 18(3), 3103. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2021.v18.i3.3103
  • Bangor, A., Kortum, P. T., & Miller, J. T. (2008). An empirical evaluation of the system usability scale. International Journal of Human-Computer Interaction, 24(6), 574-594. https://doi.org/10.1080/10447310802205776
  • Bangor, A., Kortum, P., & Miller, J. (2009). Determining what individual SUS scores mean; adding an adjective rating. Journal of Usability Studies, 4(3), 114-123.
  • Baroudi, S., & Helder, M. R. (2019). Behind the scenes: Teachers’ perspectives on factors affecting the implementation of inquiry-based science instruction. Research in Science and Technological Education, 1-22. https://doi.org/10.1080/02635143.2019.1651259
  • Bozzo, G., Lopez, V., Couso, D., & Monti, F. (2022). Combining real and virtual activities about electrostatic interactions in primary school. International Journal of Science Education, 44(18), 2704-2723. https://doi.org/10.1080/09500693.2022.2149284
  • Bravo, B., Bouciguez, M. J., & Braunmüller, M. (2019). Una propuesta didáctica diseñada para favorecer el aprendizaje de la Inducción Electromagnética básica y el desarrollo de competencias digitales. Revista Eureka Sobre Enseñanza y Divulgación de Las Ciencias, 16(1), 1203. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2019.v16.i1.1203
  • Brooke, J. (1996). A quick and dirty’ usability scale. In P. W. Jordan, B. Thomas, B. A. Weerdmeester & I. L. McClelland (Eds.), Usability evaluation in industry (pp. 207-212). Taylor & Francis. https://doi.org/10.1201/9781498710411-35
  • Brooke, J. (2013). SUS: A retrospective. Journal of Usability Studies, 8(2), 29-40.
  • Chichekian, T., Shore, B. M., & Tabatabai, D. (2016). First-year teachers’ uphill struggle to implement inquiry instruction: Exploring the interplay among self-efficacy, conceptualizations, and classroom observations of inquiry enactment. SAGE Open, 6(2). https://doi.org/10.1177/2158244016649011
  • Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th edition). Routledge. https://doi.org/10.4324/9781315456539
  • Crawford, B. A. (2014). From inquiry to scientific practices in the science classroom. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education, Volume II (pp. 515-541). Routledge.
  • Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd edition). Sage.
  • Criado, A., Cañal, P., & García-Carmona, A. (2014). ¿Qué educación científica se promueve para la etapa de primaria en España? Un análisis de las prescripciones oficiales de la LOE. Enseñanza de Las Ciencias, 1, 139-157. https://doi.org/10.5565/rev/ensciencias.778
  • Del Rocio Sevilla-Gonzalez, M., Loaeza, L. M., Lazaro-Carrera, L. S., Ramirez, B. B., Rodríguez, A. V., Peralta-Pedrero, M. L., & Almeda-Valdes, P. (2020). Spanish version of the System Usability Scale for the assessment of electronic tools: Development and validation. JMIR Human Factors, 7(4), 1-7. https://doi.org/10.2196/21161
  • Fang, S. C. (2020). Towards scientific inquiry in secondary earth science classrooms: Opportunities and realities. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-020-10086-6
  • Fang, S. C., Hsu, Y. S., Chang, H. Y., Chang, W. H., Wu, H. K., & Chen, C. M. (2016). Investigating the effects of structured and guided inquiry on students’ development of conceptual knowledge and inquiry abilities: a case study in Taiwan. International Journal of Science Education, 38(12), 1945-1971. https://doi.org/10.1080/09500693.2016.1220688
  • García-Carmona, A. (2020). From inquiry-based science education to the approach based on scientific practices: A critical analysis and suggestions for science teaching. Science and Education, 29(2), 443-463. https://doi.org/10.1007/s11191-020-00108-8
  • Hoehle, H., & Venkatesh, V. (2015). Mobile application usability: Conceptualization and instrument development. MIS Quarterly, 39(2), 435-472. https://doi.org/10.25300/MISQ/2015/39.2.08
  • ISO. (2018). Usability: Definitions and concepts. In Ergonomics of human-system interaction (pp. 1–29). ISO. https://www.iso.org/obp/ui/#iso:std:iso:9241:-11:ed-2:v1:en
  • Lazonder, A. W., & Harmsen, R. (2016). Meta-analysis of inquiry-based learning: Effects of guidance. Review of Educational Research, 86(3), 681-718. https://doi.org/10.3102/0034654315627366
  • Lewis, J. R. (2014). Usability: Lessons learned. and yet to be learned. International Journal of Human-Computer Interaction, 30(9), 663-684. https://doi.org/10.1080/10447318.2014.930311
  • Lewis, J. R. (2018). The system usability scale: Past, present, and future. International Journal of Human-Computer Interaction, 34(7), 577-590. https://doi.org/10.1080/10447318.2018.1455307
  • Marrero-Galván, J. J., & Hernández-Padrón, M. (2022). The importance of virtual reality in STEM education: A systematic review from the point of view of experimentation in the classroom. Bordon. Revista de Pedagogia, 74(4), 45-63. https://doi.org/10.13042/Bordon.2022.94179
  • Morales, D. A., Martín-Páez, T., Valdivia-Rodríguez, V., Ruiz-Delgado, Á., Williams-Pinto, L., Vílchez-González, J. M., & Perales-Palacios, F. J. (2018). La enseñanza de las ciencias basada en indagación. Una revisión sistemática de la producción española. Revista de Educacion, 381, 259-284. https://doi.org/10.4438/1988-592X-RE-2017-381-388
  • Morales, M., Acosta-García, K., & Rodríguez, C. (2022). El rol docente y la indagación científica: análisis de una experiencia sobre plagas en una escuela vulnerable de Chile. Revista Eureka Sobre Enseñanza y Divulgación de Las Ciencias, 19(2), 1-20. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2022.v19.i2.2201
  • Nielsen, J., Lewis, J., & Turner, C. (2006). Determining usability test sample size. In W. Karwowski (Ed.), International Encyclopedia of Ergonomics and Human Factors, Second Edition - 3 Volume Set (pp. 3084-3088). https://doi.org/10.1201/9780849375477.ch597
  • O’Brien, H. L., Cairns, P., & Hall, M. (2018). A practical approach to measuring user engagement with the refined user engagement scale (UES) and new UES short form. International Journal of Human Computer Studies, 112, 28-39. https://doi.org/10.1016/j.ijhcs.2018.01.004
  • Oliveira, A., Feyzi Behnagh, R., Ni, L., Mohsinah, A. A., Burgess, K. J., & Guo, L. (2019). Emerging technologies as pedagogical tools for teaching and learning science: A literature review. Human Behavior and Emerging Technologies, 1(2), 149-160. https://doi.org/10.1002/hbe2.141
  • Osborne, J. (2014). Scientific practices and inquiry in the science classroom. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education, Volume II (pp. 579-599).
  • Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47-61. https://doi.org/10.1016/j.edurev.2015.02.003
  • Real Decreto 157/2022, de 1 de marzo, por el que se establecen la ordenación y las enseñanzas mínimas de la Educación Primaria. (2022). https://www.boe.es/eli/es/rd/2022/03/01/157/con
  • Roll, I., Butler, D., Yee, N., Welsh, A., Perez, S., Briseno, A., Perkins, K., & Bonn, D. (2018). Understanding the impact of guiding inquiry: The relationship between directive support, student attributes, and transfer of knowledge, attitudes, and behaviours in inquiry learning. Instructional Science, 46(1), 77-104. https://doi.org/10.1007/s11251-017-9437-x
  • Romero-Ariza, M. (2017). El aprendizaje por indagación: ¿existen suficientes evidencias sobres sus beneficios en la enseñanza de las ciencias? Revista Eureka Sobre Enseñanza y Divulgación de Las Ciencias, 14(2), 286-299. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2017.v14.i2.01
  • Romero-Ariza, M., Quesada, A., Abril, A. M., Sorensen, P., & Oliver, M. C. (2019). Highly recommended and poorly used: English and Spanish science teachers’ views of Inquiry-Based Learning (IBL) and its enactment. EURASIA Journal of Mathematics, Science and Technology Education, 16(1), 1-16. https://doi.org/10.29333/ejmste/109658
  • Rönnebeck, S., Bernholt, S., & Ropohl, M. (2016). Searching for a common ground – A literature review of empirical research on scientific inquiry activities. Studies in Science Education, 52(2), 161-197. https://doi.org/10.1080/03057267.2016.1206351
  • Savelsbergh, E. R., Prins, G. T., Rietbergen, C., Fechner, S., Vaessen, B. E., Draijer, J. M., & Bakker, A. (2016). Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study. Educational Research Review, 19, 158-172. https://doi.org/10.1016/j.edurev.2016.07.003
  • Scalise, K., Timms, M., Moorjani, A., Clark, L., Holtermann, K., & Irvin, P. S. (2011). Student learning in science simulations: Design features that promote learning gains. Journal of Research in Science Teaching, 48(9), 1050-1078. https://doi.org/10.1002/tea.20437
  • Schwartz, R. S., Lederman, J. S., & Enderle, P. J. (2023). Scientific inquiry literacy: The missing link on the continuum from science literacy to scientific literacy. In N. G. Lederman, D. L. Zeidler, & J. S. Lederman (Eds.), Handbook of Research on Science Education, Volume III (pp. 749-782). Routledge. https://doi.org/10.4324/9780367855758-28
  • Silva-Díaz, F., Fernández-Ferrer, G., Vásquez-Vilchez, M., Ferrada, C., Narváez, R., & Carrillo-Rosúa, J. (2022). Emerging technologies in STEM education. A bibliometric analysis of publications in Scopus & WoS (2010-2020). Bordon. Revista de Pedagogia, 74(4), 25-44. https://doi.org/10.13042/Bordon.2022.94198
  • Smetana, L. K., & Bell, R. L. (2012). Computer simulations to support science instruction and learning: A critical review of the literature. International Journal of Science Education, 34(9), 1337-1370. https://doi.org/10.1080/09500693.2011.605182
  • Teig, N., Scherer, R., & Olsen, R. V. (2022). A systematic review of studies investigating science teaching and learning: over two decades of TIMSS and PISA. International Journal of Science Education. https://doi.org/10.1080/09500693.2022.2109075
  • Toma, R. B. (2021a). Effect of confirmation and structured inquiry on attitudes toward school science. School Science and Mathematics, 2021, 1-8. https://doi.org/10.1111/ssm.12505
  • Toma, R. B. (2021b). Evidencias de validez de una medida de la motivación por las ciencias de la naturaleza. Educación XX1, 24(2), 351-374. https://doi.org/10.5944/educxx1.28244
  • Toma, R. B. (2022). Confirmation and structured inquiry teaching: Does it improve students’ achievement motivations in school science? Canadian Journal of Science, Mathematics and Technology Education, 22(1), 28-41. https://doi.org/10.1007/s42330-022-00197-3
  • Valtonen, T., Eriksson, M., Kärkkäinen, S., Tahvanainen, V., Turunen, A., Vartiainen, H., Kukkonen, J., & Sointu, E. (2023). Emerging imbalance in the development of TPACK - A challenge for teacher training. Education and Information Technologies, 28, 5363-5383. https://doi.org/10.1007/s10639-022-11426-5
  • Vlachogianni, P., & Tselios, N. (2022). Perceived usability evaluation of educational technology using the System Usability Scale (SUS): A systematic review. Journal of Research on Technology in Education, 54(3), 392-409. https://doi.org/10.1080/15391523.2020.1867938
  • Vorholzer, A., & von Aufschnaiter, C. (2019). Guidance in inquiry-based instruction–an attempt to disentangle a manifold construct. International Journal of Science Education, 41(11), 1562-1577. https://doi.org/10.1080/09500693.2019.1616124
  • Zacharia, Z. C., Manoli, C., Xenofontos, N., de Jong, T., Pedaste, M., van Riesen, S. A. N., Kamp, E. T., Mäeots, M., Siiman, L., & Tsourlidaki, E. (2015). Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: a literature review. Educational Technology Research and Development, 63(2), 257-302. https://doi.org/10.1007/s11423-015-9370-0
  • Zhang, L. (2016). Is inquiry-based science teaching worth the effort? Some thoughts worth considering. Science & Education, 25(7-8), 897-915. https://doi.org/10.1007/s11191-016-9856-0
Fuente de los datos: Dialnet