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Qualitative investigation on the views of inquiry teaching based upon the cloud learning environment of high school physics teachers from Beijing, Taipei, and Chicago.pdf

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Qualitative investigation on the views of inquiry teaching based upon the cloud learning environment of high school physics teachers from Beijing, Taipei, and Chicago.pdf

Computers in Human Behavior 60 (2016) 212e222 Contents lists available at ScienceDirect Computers in Human Behavior journal homepage: /locate/comphumbeh Full length article Qualitative investigation on the views of inquiry teaching based upon the cloud learning environment of high school physics teachers from Beijing, Taipei, and Chicago Jingying Wang a, Min Jou b, * a Capital Normal University, 105, North Xisanhuan Rd., Haidian District, Beijing, 100048, Peoples Republic of China b Taiwan Normal University, 162, Section 1, He-Ping East Road, Taipei, 10610, Taiwan article info Article history: Received 2 February 2016 Accepted 3 February 2016 Available online 27 February 2016 Keywords: Scienti?c inquiry High school physics teachers Views of inquiry teaching Cloud learning environment abstract The teachers understanding or conceptual beliefs would re?ect their basic views on education, the nature of the course, their students, and how learning should be conducted. Once formed, such views would remain relatively stable for a signi?cant period of time and affect their teaching practice, the ability of their students to carry out inquiry learning as well as developments in corresponding techniques and mindsets. This research analyzed the differences in the level of understanding of inquiry teaching under the cloud learning environment (CLE) between high school physics teachers from Beijing, Taipei and Chicago. As part of the analysis, video recordings of four actual high school investigative physics course sessions were selected from the 4th Competition of Middle School Physics Teachers Instruction Skills held in 2014 and ranked by the high school physics teachers from the three different cities in terms of inquisitiveness of the course. Results revealed signi?cant differences exist between teachers from the three different cities in terms of understanding of CLE-based inquiry teaching. Teachers from Chicago inclined towards the students awareness of the problem as well