LIVE-STREAMING PERFORMANCE IN INQUIRY-BASED SCIENCE LEARNING WITH ACTION: TEACHERS’ PERSPECTIVES

TitleLIVE-STREAMING PERFORMANCE IN INQUIRY-BASED SCIENCE LEARNING WITH ACTION: TEACHERS’ PERSPECTIVES
Publication TypeJournal Article
Year of Publication2024
AuthorsHong, J-C, Ho, H-Y, Liu, M-C, Tai, K-H
JournalJournal of Baltic Science Education
Volume23
Issue1
Start Page9-19
PaginationContinuous
Date PublishedFebruary/2024
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersE-ISSN 2538-7138
Keywordseducational program, inquiry-based science learning, live-streaming, teachers’ perspective
Abstract

Online teaching has become an imperative approach in today’s society. However, as an essential approach, using live streaming to teach students in small groups, particularly rural primary school students, has not been extensively studied. To address this gap, an inquiry-based model, predict-do/observe-quiz/discuss-explain-transfer (P-D/O-Q/D-E-T), was adopted for live streaming with action, and its performance was analysed. Reflection by teachers can lead them to a deeper understanding to capture the profound impact of an educational program. In the present study, eight teachers who had experience assisting rural students in this experiment were invited to rate their points of view on immersion, social interactivity, humanness, and value perception. Examining the consistency of teachers’ viewpoints using the hermeneutic method, the results showed that they highly supported viewing these four constructs using live streaming to conduct inquiry-based science learning with action. As expected, using live streaming to deliver teaching with the P-D/O-Q/D-E-T approach can enrich other online science teaching.

URLhttps://oaji.net/articles/2023/987-1709892061.pdf
DOI10.33225/jbse/24.23.09
Refereed DesignationRefereed
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