Journal
INTERNATIONAL JOURNAL OF SCIENCE EDUCATION
Volume 42, Issue 8, Pages 1225-1252Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/09500693.2020.1755475
Keywords
Inquiry; teacher support; hardiness; augmented reality; conceptual understanding; communication
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Funding
- Major Research Project of Social Science in China [18ZDA334]
- Education Planning Project of Guangdong Province [2018GXJK025]
- 2019 Golden Seeds for Challenge Cup Project of South China Normal University Research on TPACK-based intelligent teaching and research service in cyber cloud space: a case study of the ISEED cyber cloud space [19JXKA02]
- Guangdong Province Major Research Project of Philosophy and Social Sciences Using information technology to promote changes of teaching and learning of K-12 education in the new era: A perspective of ISEED model
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This study examines the correlations between perceived technology-assisted teacher support; student hardiness (i.e. individual commitment, challenge, and control); and technology-embedded scientific inquiry (TESI) using a mediational model approach. Data were gathered from the series of questionnaires administered to 1566 Chinese students with an average age of 11.5. Structural equation modelling (SEM) analysis results confirmed our assumption that when students perceived technology-assisted teacher support, this promoted their TESI hardiness, indirectly increasing their perceived TESI. Perceived technology-assisted teacher support and TESI were found to be positively correlated in this structural model. However, by including TESI hardiness in the mediational mechanism, its direct relationship with both perceived technology-assisted teacher support and perceived TESI was insignificant, while the mediating effects remained significant. Therefore, TESI hardiness is of considerable importance for delineating the relationship between perceived technology-assisted teacher support and perceived TESI. It was revealed that both the interpersonal variable (perceived technology-assisted teacher support) and the individual variable (TESI hardiness) are vital in determining the effectiveness of TESI. These findings enhance the understanding of and approach to the promotion of students' perception of scientific inquiry by emphasising the value of technology-assisted teacher support and hardiness.
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