THE EFFECT OF OUTDOOR INQUIRY PROGRAM FOR LEARNING BIOLOGY USING DIGITAL TWIN TECHNOLOGY

Jung-Ho Byeon; Yong-Ju Kwon

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THE EFFECT OF OUTDOOR INQUIRY PROGRAM FOR LEARNING BIOLOGY USING DIGITAL TWIN TECHNOLOGY

Title	THE EFFECT OF OUTDOOR INQUIRY PROGRAM FOR LEARNING BIOLOGY USING DIGITAL TWIN TECHNOLOGY
Publication Type	Journal Article
Year of Publication	2023
Authors	Byeon, J-H, Kwon, Y-J
Journal	Journal of Baltic Science Education
Volume	22
Issue	5
Start Page	781-798
Pagination	Continuous
Date Published	October/2023
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	affective domain, digital twin, learning biology, outdoor inquiry, school garden, virtual world
Abstract	The outdoor inquiry has a significant meaning in learning biology, but it has a problem that is difficult to be frequently implemented in the school garden due to causes. On the other hand, alternative activities using the virtual world have been proposed, but due to a lack of reality and passive use, the continuity of the activities is low, and there are doubts about the effect on the affective domain. Therefore, this study developed a class program in which students directly construct a virtual world and explore living organisms using the digital twin platform. Also, researchers checked the changes in students' affective domain according to the application of the learning program. A teaching and learning strategy for learning biology was composed through the review of research and statistical analysis performed changes of the affective domain. The experimental group changed more positively than the control group in the affective domain of learning biology due to replicating the school garden so that living organisms can be explored indoors and outdoors. Consequently, class programs for learning biology can positively affect the learner's affective domain when it is provided with improved realism by digital twin, self-directedness, and autonomy to compare real space and object.
URL	https://oaji.net/articles/2023/987-1697653427.pdf
DOI	10.33225/jbse/23.22.781
Refereed Designation	Refereed
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