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Assessing Students’ Awareness of 4Cs Skills after Mobile-Technology-Supported Inquiry-Based Learning

Author

Listed:
  • Manolis Kousloglou

    (Physics Department, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece)

  • Eleni Petridou

    (Physics Department, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece)

  • Anastasios Molohidis

    (Physics Department, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece)

  • Euripides Hatzikraniotis

    (Physics Department, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece)

Abstract

Inquiry-based learning (IBL) is essential to Science Education since it improves students’ conceptual comprehension, higher-order thinking abilities, and interpersonal skills. Mobile technology (mIBL) promotes active learning, facilitates access to learning materials, and enhances IBL in terms of mobility and rapid feedback. This study assesses the 9th grade students’ awareness of 4Cs skills (Collaboration, Communication, Critical thinking and problem solving, and Creativity) after participating in mobile-technology-supported inquiry-based Teaching Learning Sequence (TLS). Additionally, the study investigates the qualities/characteristics students cite before and after the TLS in relation to these skills. The results of a questionnaire administered to students indicate that their awareness of these skills has increased as a result of the TLS. Specifically, the TLS seems to have a greater impact on Collaboration and Communication than on Critical thinking and problem solving, and Creativity. An additional qualitative investigation of students’ written answers to explanatory open-ended questions before and after the entire procedure found intriguing data confirming their shift in 4Cs awareness.

Suggested Citation

  • Manolis Kousloglou & Eleni Petridou & Anastasios Molohidis & Euripides Hatzikraniotis, 2023. "Assessing Students’ Awareness of 4Cs Skills after Mobile-Technology-Supported Inquiry-Based Learning," Sustainability, MDPI, vol. 15(8), pages 1-21, April.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:8:p:6725-:d:1124704
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    Cited by:

    1. Mahadi Hasan Miraz & Ferdoush Saleheen & Abu Sadat Muhammad Ashif & Mohammad Amzad Hossain & Mohammad Tariq Hasan & Ha Jin Hwang & Anuwarul Kabir, 2023. "The Collaborative Effort and Efficiency of Inquiry-Based Learning: Effect on the Teacher Performance – The Role of Student Performance," International Journal of Online Pedagogy and Course Design (IJOPCD), IGI Global, vol. 13(1), pages 1-23, January.

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