The Impacts of Online Skeuomorphic Physics Inquiry–Based Learning With and Without Simulation on 8th Graders’ Scientific Inquiry Performance

This study compared the effectiveness of online skeuomorphic physics inquiry–based learning with and without simulation on 8th-grade students’ performance of scientific inquiry involving the spring unit. Two classes (58 students) were assigned to the online skeuomorphic physics inquiry–based learning with simulation, and two classes (59 students) were assigned to the online skeuomorphic physics inquiry–based learning without simulation. Both groups completed six class periods of online skeuomorphic physics inquiry–based lessons covering seven topics on spring unit. The results indicated that all students made significant progress in their performance of physics concept test and physics concept–dependent inquiry test after receiving online skeuomorphic physics inquiry–based learning, regardless of the inclusion of simulation. The group that received inquiry-based learning with simulation significantly outperformed the group without simulation on the physics concept–dependent inquiry test, but no significant difference was observed in their performance of physics concept test. Moreover, student progression during the online skeuomorphic physics inquiry–based learning across the seven spring topics indicated that the inclusion of simulation significantly accelerated students’ scientific inquiry competency over time compared with the lack of simulation. Interestingly, the discrepancy between high- and low-achievers’ progression of scientific inquiry competency across the seven spring topics was minimized to non-significant as time went on.