How do They Perceive Model-based Inquiry with Computer-simulated Science Experimentation?: A Case of Thai Middle School Students

Abstract

Computer-simulated experimentation, which is a visualization technology in science education, can imitate dynamic systems of authentic objects for making scientific sense to teachers and learners. To enhance science learning, the computer-simulated exVRrimentation has been recognized as an important digital tool in the instruction. In this study, 20 middle school students in Northeast region of Thailand were recruited to interact with a physical science lesson through model-based inquiry learning with computer-simulated experimentation of light refraction. After experiencing with the model-based inquiry with the computer-simulated experimentation, they were administered a 21 items of 5-points rating scale questionnaire to examine their perceptions toward such experimentation. The results showed that the highest percentage of their perception was perceive of satisfaction, enjoyment, learning, perceive ease of use, perceive of usefulness, and flow, respectively. Moreover, ten students volunteered to interview with a series of perceptual open-ended question and the results indicated their positive perceptions on the model-based inquiry learning experience with the computer-simulated exVRrimentation of light refraction. This implied that the use of the computer-simulated experimentation for the model-based inquiry learning could be considered as a value learning experience for promoting minds-on science learning of middle school students.