Technology-enhanced “GipSci” approach in developing contexts performs well at interest and curiosity , yet, needs reinforcing at inquiry level
Year: 2025
Type: article
Abstract: Numerous studies explore inquiry in science centers, but technology-enhanced science centers’ (TeSC) curricula remain relatively nascent. This mixed-methods study explores how the GiPSci model, a technology-enhanced science center program developed in-house by curriculum experts, supports learners’ inquiry skills aligned with international standards. Data were collected through learners’ products (n = 161), lesson observations (n = 20), train-the-trainer activities (n = 405), expert evaluations (n = 14), and interviews with trainers (n = 10). Findings reveal curiosity and interest scored higher than inquiry, highlighting the challenges of inquiry in tech-enhanced settings. Consensus among trainers, observations, and learners’ products points to gaps in fostering inquiry skills in the TeSC program. To enhance GiPSci-like models, collaboration among program designers, trainers, and train-the-trainer providers is essential to better align the technology-enhanced science centers’ program with inquiry-based learning.
Institutions: MEF University, Ibn Haldun University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W4415953088