‘How do plants grow?’: teaching photosynthesis using digital inquiry-based science learning

References

• Allen, M. 2016. The best way to teach primary science research into practice. London: Open University Press.
   Google Scholar
• Bybee, R. W. 2014. The BSCS 5E instructional model: Personal reflections and contemporary implications. Science and Children 51 (8):15–8. doi:10.2505/4/sc14_051_08_10.
   Google Scholar
• Bybee, R., J. Taylor, A. Gardner, P. Van Scotter, J. C. Powell, A. Westbrook, and N. Landes. 2006. The BSCS 5E instructional models: Origin and effectiveness. Colorado: Springs BSCS.
   Google Scholar
• Comeau, P., C. L. M. Hargiss, J. E. Norland, A. Wallace, and A. Bormann. 2019. Analysis of children’s drawings to gain insight into plant blindness. Natural Sciences Education 48 (1):190009. doi:10.4195/nse2019.05.0009.
   Google Scholar
• Common Core State Standards Initiative. 2010. Common core state standards for mathematics. Common Core State Standards Initiative.
   Google Scholar
• Díaz, P., A. Ioannou, K. Kumar Bhagat, and J. M. Spector. 2019. Learning in a digital world: Perspective on interactive technologies for formal and informal education. Singapore: Springer.
   Google Scholar
• Fernandes, G. W. R., A. M. Rodrigues, and C. A. R. Ferreira. 2019. Using ICT in inquiry-based science education. Cham: Springer. doi:10.1007/978-3-030-17895-6.
   Google Scholar
• Fokides, E., P. Atsikpasi, and D. Karageorgou. 2020. Tablets, plants, and primary school students: A study. Technology, Knowledge and Learning 25 (3):621–49. doi:10.1007/s10758-020-09445-7.
   Web of Science ®Google Scholar
• Gerhátová, Ž., P. Perichta, M. Drienovský, and M. Palcut. 2021. Temperature measurement—inquiry-based learning activities for third graders. Education Sciences 11 (9):506. doi:10.3390/educsci11090506.
   Web of Science ®Google Scholar
• Gillies, R. M. 2020. Inquiry-based science education. Boca Raton: CRC Press. doi:10.1201/9780429299179.
   Google Scholar
• Harlen, W., and A. Qualter. 2018. The teaching of science in primary schools. 7th ed. Oxon: Routledge.
   Google Scholar
• Ianes, D., and L. Venturoso. 2021. Learn by distance: Advice for choosing an effective and inclusive e-learning platform. Open Journal of IUL University 2 (3):172–84.
   Google Scholar
• Kamarudin, M. Z., M. S. A. Mat Noor, and R.Omar. 2022. A scoping review of the effects of a technology- integrated, inquiry-based approach on primary pupils’ learning in science. Research in Science & Technological Education:1–20. doi:10.1080/02635143.2022.2138847.
   Web of Science ®Google Scholar
• Kamarudin, M. Z., and S. A. Mat Noor. 2023. What do we know about the selection of action research methodologies in primary science education?–A systematic literature review. Educational Action Research, 1–23. doi:10.1080/09650792.2023.2261502
   Google Scholar
• Khalid, J., R. Abdul Wahid, and S. Sudin. 2020. Form 5 Biology Kurikulum Standard Sekolah Menengah (KSSM) textbook. Putrajaya: Ministry of Education Malaysia.
   Google Scholar
• Kici, D. 2012. Using technology in science education: A courseware to overcome misconceptions and learning difficulties about photosynthesis. International Journal of New Trensd in Arts, Sports & Science Education (IJTASE) 1 (2):30–40.
   Google Scholar
• Kumar Basak, S., M. Wotto, and P. Bélanger. 2018. E-learning, M-learning and D-learning: Conceptual definition and comparative analysis. E-Learning and Digital Media 15 (4):191–216. doi:10.1177/2042753018785180.
   Google Scholar
• Lin, F., and C. K. K. Chan. 2018. Promoting elementary students’ epistemology of science through computer-supported knowledge-building discourse and epistemic reflection. International Journal of Science Education 40 (6):668–87. doi:10.1080/09500693.2018.1435923.
   Web of Science ®Google Scholar
• Martin, W., M. Silander, and S. Rutter. 2019. Digital games as sources for science analogies: Learning about energy through play. Computers & Education 130 (March 2018):1–12. doi:10.1016/j.compedu.2018.11.002.
   Google Scholar
• Mat Noor, M. S. A. 2022. An insight into primary science education in Malaysia. ASE International 16:34–41.
   Google Scholar
• Mat Noor, M. S. A. 2021. Assessing secondary students’ scientific literacy: A comparative study of suburban schools in England and Malaysia. Science Education International 32 (4):343–52. doi:10.33828/sei.v32.i4.9.
   Google Scholar
• Ministry of Education Malaysia. 2018. Kurikulum Standard Sekolah Rendah Sains Tahun 4 Dokumen Standard Kurikulum Dan Pentaksiran (Edisi Bahasa Inggeris) [The Standards-Based Curriculum for Primary Schools Science Year 4 Curriculum and Assessment Standards Document (English Edition)]. Putrajaya: Curriculum Development Division, Ministry of Education Malaysia.
   Google Scholar
• Muhamad Dah, N., and M. S. A. Mat Noor. 2021. Facilitating pupils’ questioning skills in open inquiry learning through an investigable question formulation technique (IQFT). Journal of Mathematics and Science Teacher 1 (2):em005. doi:10.29333/mathsciteacher/11283.
   Google Scholar
• Muhamad Dah, N., M. S. A. Mat Noor, M. Z. Kamarudin, and M. M. Ibrahim. 2023. Facilitation of student questioning in the Malaysian secondary science classroom using the investigable questioning formulation technique (IQFT) protocol. Asia-Pacific Science Education 9 (1):9–43. doi:10.1163/23641177-bja10063.
   Google Scholar
• National Core Arts Standards. 2014. Visual arts - creating. National Core Arts Standards.
   Google Scholar
• National Research Council. 2013. Next generation science standards: For states, by states. Washington: National Academies Press. doi:10.17226/18290.
   Google Scholar
• O’Connell, D. 2008. An inquiry-based approach to teaching photosynthesis cellular respiration. American Biology Teacher 70 (6):350–6. doi:10.1662/0002-7685(2008)70[350:AIATTP]2.0.CO;2.
   Web of Science ®Google Scholar
• Özay, E., and H. Öztaş. 2003. Secondary students’ interpretations of photosynthesis and plant nutrition. Journal of Biological Education 37 (2):68–70. doi:10.1080/00219266.2003.9655853.
   Web of Science ®Google Scholar
• Patrick, P., and S. D. Tunnicliffe. 2011. What plants and animals do early childhood and primary students’ name? Where do they see them? Journal of Science Education and Technology 20 (5):630–42. doi:10.1007/s10956-011-9290-7.
   Web of Science ®Google Scholar
• Rönnebeck, S., S. Bernholt, and M. Ropohl. 2016. Searching for a common ground – A literature review of empirical research on scientific inquiry activities. Studies in Science Education 52 (2):161–97. doi:10.1080/03057267.2016.1206351.
   Web of Science ®Google Scholar
• Sarkar, S., S. Mohapatra, and J. Sundarakrishnan. 2017. Assessing impact of technology based digital equalizer programme on improving student learning outcomes. Education and Information Technologies 22 (1):195–213. doi:10.1007/s10639-015-9434-0.
   Google Scholar
• Schussler, E. E., M. A. Link-Pérez, K. M. Weber, and V. H. Dollo. 2010. Exploring plant and animal content in elementary science textbooks. Journal of Biological Education 44 (3):123–8. doi:10.1080/00219266.2010.9656208.
   Web of Science ®Google Scholar
• So, W. W. M., Y. Chen, and Z. H. Wan. 2019. Multimedia e-learning and self-regulated science learning: A study of primary school learners’ experiences and perceptions. Journal of Science Education and Technology 28 (5):508–22. doi:10.1007/s10956-019-09782-y.
   Web of Science ®Google Scholar
• The National Standards for Music Education. 2014. Music standards (music technology). Los Angeles: The National Standards for Music Education.
   Google Scholar
• Tunnicliffe, S. D., and C. Ueckert. 2011. Early biology: The critical years for learning. Journal of Biological Education 45 (4):173–5. doi:10.1080/00219266.2010.548873.
   Web of Science ®Google Scholar