Xiulin Kuang
Biographic Data
| ID | 9510366 |
|---|---|
| NAME | Xiulin Kuang |
| GIVEN NAMES | Xiulin |
| FAMILY NAME | Kuang |
| SIGNATURE | KUANG X |
| AFFILIATIONS | University of Twente |
| ORCID | 0000-0001-7694-2289 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Presenting domain information or self‐exploration to foster hypothesis generation in simulation‐based inquiry learning
This study investigated the effects of presenting domain information (basic information about the domain) either together with or instead of offering exploratory practice (an exploratory opportunity in a simulation‐based representation of the learning domain) prior to inquiry learning for facilitating students' hypothesis generation and subsequent inquiry processes and their knowledge acquisition. Secondary school students ( n = 118) completed a …
Effects of providing domain information on facilitating hypothesis generation in inquiry learning
This study investigated the effects of providing domain information in an early stage of an inquiry process, together with an aligned hypothesis scratchpad, on inquiry learning, and hypothesis generation in particular. Participants were provided with basic domain information that was adapted to their prior knowledge (experimental condition) or received no introduction to the domain (control condition) before writing their hypotheses. Sixty-nine s…
Effects of providing partial hypotheses as a support for simulation‐based inquiry learning
Hypothesis generation is an important but difficult process for students. This study investigated the effects of providing students with support for hypothesis generation, with regard to the testability and complexity of the generated hypotheses, the quality of the subsequent inquiry learning processes and knowledge acquisition. Fifty‐two secondary school students completed three prior knowledge tests and worked on an inquiry task in the domain o…
No prominent works on this page.
Effects of providing partial hypotheses as a support for simulation‐based inquiry learning
Hypothesis generation is an important but difficult process for students. This study investigated the effects of providing students with support for hypothesis generation, with regard to the testability and complexity of the generated hypotheses, the quality of the subsequent inquiry learning processes and knowledge acquisition. Fifty‐two secondary school students completed three prior knowledge tests and worked on an inquiry task in the domain o…
Effects of providing domain information on facilitating hypothesis generation in inquiry learning
This study investigated the effects of providing domain information in an early stage of an inquiry process, together with an aligned hypothesis scratchpad, on inquiry learning, and hypothesis generation in particular. Participants were provided with basic domain information that was adapted to their prior knowledge (experimental condition) or received no introduction to the domain (control condition) before writing their hypotheses. Sixty-nine s…
Presenting domain information or self‐exploration to foster hypothesis generation in simulation‐based inquiry learning
This study investigated the effects of presenting domain information (basic information about the domain) either together with or instead of offering exploratory practice (an exploratory opportunity in a simulation‐based representation of the learning domain) prior to inquiry learning for facilitating students' hypothesis generation and subsequent inquiry processes and their knowledge acquisition. Secondary school students ( n = 118) completed a …
Computer Science (3 works) · Mathematics (3 works) · Mathematics education (3 works) · Psychology (3 works) · Science Education and Pedagogy (3 works) · Visual and Cognitive Learning Processes (3 works) · Artificial Intelligence (2 works) · Domain (mathematical analysis) (2 works) · Domain knowledge (2 works) · Innovative Teaching and Learning Methods (2 works)