Analysis and Evaluation of Inquiry-Based Tasks in Digital Learning Scenarios

This research aimed to analyze and evaluate inquiry-based tasks found in digital Inquiry Learning Scenarios on the Go-Lab platform, in terms of understanding the scientific concepts they offer, the scientific process skills involved, and their contribution to the understanding of the scientific inquiry. Inquiry-based tasks of 16 “Example” plus 10 “Top Rated” Inquiry Learning Scenarios were analyzed using the Inquiry-Based Tasks Analysis Inventory. The overall level of inquiry of the scenarios was investigated, as well as its possible dependence on various features of the scenarios. Our findings suggest that these ILS promote a high degree of understanding of scientific concepts and scientific inquiry processes, provide students opportunities to use all the inquiry process skills but not at the same frequency, and that the degree of authentic inquiry they offer, depends on internal characteristics of the ILS, e.g. using more interactive elements like apps and less static elements like images.