Middle school students in inquiry-based computer-based learning environments gain more conceptual understanding of force and energy than peers in regular inquiry-based classrooms¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i3large
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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q3 i3 After a five-week inquiry unit, the experimental (virtual platform) group's posttest conceptual understanding exceeded the control (regular classroom) group's, d = 0.989. → Hasan Ozgur Kapici 2025
Evidence¶
Hasan Ozgur Kapici 2025¶
Hasan Ozgur Kapici. (2025). Does inquiry-based learning work better in regular classrooms or computer-based settings? Instructional Science (2025) 53:705–728. https://doi.org/10.1007/s11251-025-09711-0
q3 · i3 · causal · r2
Quasi-experimental pretest-posttest study of 306 seventh-graders in 12 classes across five Turkish public schools; independent samples t-test on posttest two-tier conceptual understanding scores favored the virtual-platform group, "t(304) = 8.64, p =.000, d = 0.989". Both groups improved significantly from pretest.
"The result indicated that the students in the experimental group enhanced their conceptual understanding of the topic of force and motion more than those in the control group, t(304) = 8.64, p =.000, d = 0.989."
Discussion¶
Related Claims¶
- Students in computer-based inquiry environments still held misconceptions about force and energy after instruction — related
- Inquiry skills improved significantly only in the computer-based inquiry group, which outperformed the regular-classroom group at posttest — related
- No significant difference in motivation for learning science between computer-based and regular-classroom inquiry groups — related
- Computer-supported collaborative learning with simulation programs fostered conceptual change for students who were cognitively engaged and prepared to reflect on and reconstruct their conceptions — related
- After-school setting offered richer activity diversity, dialogue, and peer interaction than regular classrooms — related
- Alternative conceptions in force and motion were very difficult to change: of 14 students, 6 showed substantial conceptual change, 1 some change, and 7 no change — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
computer-based-ibl-greater-conceptual-understanding-gains |
title |
Middle school students in inquiry-based computer-based learning environments gain more conceptual understanding of force and energy than peers in regular inquiry-based classrooms |
description |
Middle school students in inquiry-based computer-based learning environments gain more conceptual understanding of force and energy than peers in regular inquiry-based classrooms |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — hasan-ozgur-kapici-2025 |
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