THE USAGE OF GO-LAB PLATFORM TOOLS FOR THE DEVELOPMENT OF STUDENTS' RESEARCH SKILLS
PDF (Ukrainian)

Keywords

online learning
remote teaching
Inquiry-Based Learning
Go-Lab ecosystem
virtual laboratories
Inquiry Learning Space

How to Cite

[1]
O. Budnyk and O. Dziabenko, “THE USAGE OF GO-LAB PLATFORM TOOLS FOR THE DEVELOPMENT OF STUDENTS’ RESEARCH SKILLS”, ITLT, vol. 80, no. 6, pp. 1–20, Dec. 2020, doi: 10.33407/itlt.v80i6.3953.

Abstract

The article introduces the Inquiry Based Learning approach for innovative contemporary teaching STEAM subjects in primary and secondary school sectors. The Go-Lab ecosystem features are presented (https://www.golabz.eu). The Go-Lab repository offers the large set of educational apps, extensive collection of remote and virtual laboratories as well as more than thousands of Inquiry Learning Spaces (ILS) for blended and distance learning. The platform, which successfully is used in many school institutions throughout the globe, has become available in Ukraine due to the EU Programme ERASMUS + K2 "Modernization of Pedagogical Higher Education by Innovative Teaching Instruments – MoPED» (№ 586098-EPP-1-2017-1-UA-EPPKA2-CBHE-JP). The ILS as a personalized research environment for self-study of STEAM subjects is introduced. Using Go-Lab apps students can ask questions, formulate hypothesis, experiment, make a conclusion and discussion the getting results, therefore, developing critical thinking, research and scientific skills, and digital competence. In addition, the benefits of usage of virtual and remote labs in the classroom is demonstrated. The authors introduce open, guided, and structured types of Inquiry Based Learning applying integrated Go-Lab inquiry cycle, which consists of orientation, conceptualization, research, conclusions and discussion phases. This platform allows teachers create the own virtual Inquiry Learning Space, modify or use as it is existing ones, shared by other Go-Lab ecosystem users/teachers. The ILSs in Ukrainian presented in the article may work as an example of innovative learning materials to national educators who would like to empower their students with 21st century skills and competences as well as active online experimentations, solving real-life scientific problem and challenges, and independently learning practices. The assessment criteria for evaluating the students ILSs developed during the teaching IBL methodology at the Vasyl Stefanyk Precarpathian National University are outlined. At the same time, the necessity of development of new online laboratories fit to school education state standards and Ukrainian curriculum taking into account the contemporary pedagogical approaches and theories, such as inquiry based learning, motivational theories, cognitive load theory, experiential learning (reflection in or on action) is emphasized. The novelty of the scientific research is to substantiate the theoretical and methodological approaches of using Inquiry Based Learning of the Go-Lab ecosystem in the New Ukrainian School.

PDF (Ukrainian)

References

F. A. Cordovilla, L. C. Salvatierra, and A. C. Lara, “Free Software as a Tool for a Quality Education in Latin America”, Revista Inclusiones, vol. 7, no Especial – Abril/Junio, pp. 303–318, 2020.

M. Papaevripidou, M. Irakleous, and Z. C. Zacharia, “Designing a Course for Enhancing Prospective Teachers’ Inquiry Competence”. In Cognitive and Affective Aspects in Science Education Research, 2017. doi: 10.1007/978-3-319-58685-4_20.

D. C. Edelson, D. N. Gordin, and R.D. Pea, “Addressing the Challenges of Inquiry-Based Learning Through Technology and Curriculum Design”, Journal of the Learning Sciences, vol. 8, no 3–4, pp. 391–450, 1999. doi:https://doi.org/10.1080/10508406.1999.9672075

R. Akkus, M. Gunel, and B. Hand, “Comparing an Inquiry-Based Approach Known as the Science Writing Heuristic to Traditional Science Teaching Practices: Are There Differences?”, International Journal of Science Education, vol. 29, no 14, pp. 1745–1765, 2007. doi:https://doi.org/10.1080/09500690601075629

M. Guido, “All About Inquiry-Based Learning: Definition, Benefits and Strategies”, January 19, 2017. [Електронний ресурс]. Доступно: https://www.prodigygame.com/blog/inquiry-based-learning-definition-benefits-strategies/. Дата звернення: Лютий 12, 2020.

Цифрова адженда України – 2020. Концептуальні засади (проєкт), грудень 2016. [Електронний ресурс]. Доступно: https://ucci.org.ua/uploads/files/58e78ee3c3922.pdf. Дата звернення: Груд. 15, 2019.

Go-Lab Portal. [Електронний ресурс]. Доступно: https://www.golabz.eu. Дата звернення: Лют. 12, 2020.

В. Ю. Биков, “Хмарні технології, ІКТ-аутсорсинг і нові функції ІКТ підрозділів освітніх і наукових установ”, Інформаційні технології в освіті, 2011, № 10, c. 8–23.

Глосарій. Онлайн-курс для вчителів початкових класів. [Електронний ресурс]. Доступно: https://edera.gitbook.io/glossary/metodiki-vikladannya-u-1-klasi/world. Дата звернення: Трав. 28, 2020.

Н. Грицай, “Дослідницько-орієнтоване навчання біології в сучасній загальноосвітній школі”, Педагогічні науки: теорія, історія, інноваційні технології, 2017, № 4, с. 177–189.

М. А. Єпіхіна, “Особливості викладання інтегрованого курсу “Я досліджую світ” у Новій українській школі в контексті педагогіки партнерства”, Науковий вісник Ужгородського університету. Серія: ”Педагогіка. Соціальна робота”, 2019, вип. 1 (44), с. 67–70.

Ю. О. Єфімова, “Авторська розробка “Планування навчання через дослідження за запитами учнів. Тиждень 12 “Пригоди краплинки”. [Електронний ресурс]. Доступно: https://vseosvita.ua/library/avtorska-rozrobka-planuvanna-navcanna-cerez-doslidzenna-za-zapitami-ucniv-tizden-12-prigodi-kraplinki-133083.html. Дата звернення: Трав. 28, 2020.

C. Pappas, “Instructional Design Models and Theories: Inquiry-based Learning Model”, 2014. [Електронний ресурс]. Доступно: https://elearningindustry.com/inquiry-based-learning-model. Дата звернення: Трав. 28, 2020.

Inquiry Learning Cycle (Go-Lab Portal). [Електронний ресурс]. Доступно: http://support.golabz.eu/support/inquirylearning-cycle. Дата звернення: Лют. 10, 2020.

M. Pedaste, et al., “Phases of inquiry-based learning: Definitions and the inquiry cycle”, Educational Research Review, No 14, pp. 47–61, 2015. doi:10.1016/j.edurev.2015.02.003.

R. Vuorikari, Y. Punie, S. Carretero Gomez, G. Van Den, “Brande DigComp 2.0: The Digital Competence Framework for Citizens”, Publications Office of the European Union, 2016. doi: 10.2760/38842.

TM5. Promoting Collaboration: Learning by Critiquing Scenario. [Електронний ресурс]. Доступно: https://cloud.graasp.eu/en/pages/5dfa3bc44f1ab01a155fb4af/subpages/5dfa3bc54f1ab01a155fb4b3. Дата звернення: Берез. 19, 2020.

TM6. Using Learning Analytics in your ILS. [Електронний ресурс]. Доступно: https://cloud.graasp.eu/en/pages/5d020ac2df997d1ee2c17bab/subpages/5d020ac2df997d1ee2c17baf. Дата звернення: Берез. 19, 2020.

Graasp Environment. [Електронний ресурс]. Доступно: http://graasp.eu. Дата звернення: Трав. 11, 2020.

Cтатична електрика (Lab). [Електронний ресурс]. Доступно: https://cloud.graasp.eu/uk/pages/5ba363bfc0e5e38a2b659d67/subpages/5ba4b54aab81ce76c9ec8c15. Дата звернення: Трав. 11, 2020.

O. Dziabenko, and O. Budnyk, “Go-Lab Ecosystem: using Online Laboratories in a Primary School”, in 11th annual International Conference on Education and New Learning Technologies. Palma de Mallorca, Spain. 1st-3rd of July, 2019. EDULEARN19 Proceedings, ISBN: 978-84-09-12031-4. [Електронний ресурс]. Доступно: https://iated.org/edulearn/publications. Дата звернення: Лист. 19, 2019.

N. A. Xenofontos, T. Hovardas, Z. C. Zacharia, and T. Jong, “Inquiry‐based learning and retrospective action: Problematizing student work in a computer‐supported learning environment”, Journal of Computer Assisted Learning, vol. 36, no 3, 2019. doi: 10.1111/jcal.12384.

J. Gladys Uzezi, and S. Zainab, “Effectiveness of Guided-Inquiry Laboratory Experiments on Senior Secondary Schools Students Academic Achievement in Volumetric Analysis”, American Journal of Educational Research, vol. 5, no 7, pp. 717–724, 2017. doi: 10.12691/education-5-7-4.

Балансування (Експеримент). [Електронний ресурс]. Доступно: https://cloud.graasp.eu/uk/pages/5bc4b02279d07a608ef514d0/subpages/5bc4bb53fd897260b5d98411. Дата звернення: Трав. 19, 2020.

Inquiry Learning Spaces (мова: українська). [Електронний ресурс]. Доступно: https://www.golabz.eu/spaces?language=58 Дата звернення: Берез. 19, 2020.

O. Budnyk, “Innovative Competence of a Teacher: best European Practices”, Journal of Vasyl Stefanyk Precarpathian National University, vol. 6, no 1, 2019, pp. 76–89. doi: 10.15330/jpnu.6.1.76-89.


REFERENCES (TRANSLATED AND TRANSLITERATED)

F. A. Cordovilla, L. C. Salvatierra, and A. C. Lara, “Free Software as a Tool for a Quality Education in Latin America,” Revista Inclusiones, vol. 7, no Especial – Abril/Junio, pp. 303–318, 2020. (in English)

M. Papaevripidou, M. Irakleous, and Z. C. Zacharia, “Designing a Course for Enhancing Prospective Teachers’ Inquiry Competence.” In Cognitive and Affective Aspects in Science Education Research, 2017. doi: 10.1007/978-3-319-58685-4_20. (in English)

D. C. Edelson, D. N. Gordin, and R.D. Pea, “Addressing the Challenges of Inquiry-Based Learning Through Technology and Curriculum Design,” Journal of the Learning Sciences, vol. 8, no 3–4, pp. 391–450, 1999. doi:https://doi.org/10.1080/10508406.1999.9672075. (in English)

R. Akkus, M. Gunel, and B. Hand, “Comparing an Inquiry-Based Approach Known as the Science Writing Heuristic to Traditional Science Teaching Practices: Are There Differences?”, International Journal of Science Education, vol. 29, no 14, pp. 1745–1765, 2007. doi:https://doi.org/10.1080/09500690601075629. (in English)

M. Guido, “All About Inquiry-Based Learning: Definition, Benefits and Strategies,” January 19, 2017. [Online]. Available: https://www.prodigygame.com/blog/inquiry-based-learning-definition-benefits-strategies/. Accessed on: February 12, 2020. (in English)

Digital Agenda of Ukraine – 2020. Conceptual Background (Project), December 2016. [Online]. Available: https://ucci.org.ua/uploads/files/58e78ee3c3922.pdf. Accessed on: December 15, 2019. (in Ukrainian)

Go-Lab Portal. [Online]. Available: https://www.golabz.eu. Accessed on: February 12, 2020. (in English)

V. Bykov, “Cloud technologies, ICT outsourcing and new functions of ICT units of educational and scientific institutions,” Information Technologies in Education, 2011, no. 10, pp. 8–23. (in Ukrainian)

Glossary. An online course for primary school teachers. [Online]. Available: https://edera.gitbook.io/glossary/metodiki-vikladannya-u-1-klasi/world. Accessed on: May 28, 2020. (in Ukrainian)

N. Hrytsai, “Research-oriented teaching of biology in the modern secondary school,” Pedahohichni nauky: teoriia, istoriia, innovatsiini tekhnolohii, 2017, no. 4, pp. 177–189. (in Ukrainian)

M. A. Epikhina, “Peculiarities of teaching the integrated course “I explore the world” in the New Ukrainian school in the context of partnership pedagogy”, Scientific Bulletin of Uzhgorod University, 2019, no. 1 (44), pp. 67–70. (in Ukrainian)

Yu. O. Yefimova, “Author's development “Learning planning through research at the request of students. Week 12 “Drop Adventures.” [Online]. Available: https://vseosvita.ua/library/avtorska-rozrobka-planuvanna-navcanna-cerez-doslidzenna-za-zapitami-ucniv-tizden-12-prigodi-kraplinki-133083.html. Accessed on: May 28, 2020. (in Ukrainian)

C. Pappas, “Instructional Design Models and Theories: Inquiry-based Learning Model,” 2014. [Online]. Available: https://elearningindustry.com/inquiry-based-learning-model. Accessed on: May 28, 2020. (in English)

Inquiry Learning Cycle (Go-Lab Portal). [Online]. Available: http://support.golabz.eu/support/inquirylearning-cycle. Accessed on: February 10, 2020. (in English)

M. Pedaste, et al., “Phases of inquiry-based learning: Definitions and the inquiry cycle,” Educational Research Review, no 14, pp. 47–61, 2015. doi:10.1016/j.edurev.2015.02.003. (in English)

R. Vuorikari, Y. Punie, S. Carretero Gomez, G. Van Den, “Brande DigComp 2.0: The Digital Competence Framework for Citizens,” Publications Office of the European Union, 2016. doi: 10.2760/38842. (in English)

TM5. Promoting Collaboration: Learning by Critiquing Scenario. [Online]. Available: https://cloud.graasp.eu/en/pages/5dfa3bc44f1ab01a155fb4af/subpages/5dfa3bc54f1ab01a155fb4b3. Accessed on: March 19, 2020. (in English)

TM6. Using Learning Analytics in your ILS. [Online]. Available: https://cloud.graasp.eu/en/pages/5d020ac2df997d1ee2c17bab/subpages/5d020ac2df997d1ee2c17baf. Accessed on: March 19, 2020. (in English)

Graasp Environment. [Online]. Available: http://graasp.eu. Accessed on: May 11, 2020. (in English)

Static Electricity (Lab). [Online]. Available: https://cloud.graasp.eu/uk/pages/5ba363bfc0e5e38a2b659d67/subpages/5ba4b54aab81ce76c9ec8c15. Accessed on: May 11, 2020. (in Ukrainian)

O. Dziabenko, and O. Budnyk, “Go-Lab Ecosystem: using Online Laboratories in a Primary School,” in 11th annual International Conference on Education and New Learning Technologies. Palma de Mallorca, Spain. 1st-3rd of July, 2019. EDULEARN19 Proceedings, ISBN: 978-84-09-12031-4. [Online]. Available: https://iated.org/edulearn/publications. Accessed on: November 19, 2019. (in English)

N. A. Xenofontos, T. Hovardas, Z. C. Zacharia, and T. Jong, “Inquiry‐based learning and retrospective action: Problematizing student work in a computer-supported learning environment”, Journal of Computer Assisted Learning, vol. 36, no 3, 2019. doi: 10.1111/jcal.12384. (in English)

J. Gladys Uzezi, and S. Zainab, “Effectiveness of Guided-Inquiry Laboratory Experiments on Senior Secondary Schools Students Academic Achievement in Volumetric Analysis,” American Journal of Educational Research, vol. 5, no 7, pp. 717–724, 2017. doi: 10.12691/education-5-7-4. (in English)

Balancing (Experiment). [Online]. Available: https://cloud.graasp.eu/uk/pages/5bc4b02279d07a608ef514d0/subpages/5bc4bb53fd897260b5d98411. Accessed on: May 19, 2020. (in Ukrainian)

Inquiry Learning Spaces. [Online]. Available: https://www.golabz.eu/spaces?language=58. Accessed on: March 19, 2020 (in English)

O. Budnyk, “Innovative Competence of a Teacher: best European Practices,” Journal of Vasyl Stefanyk Precarpathian National University, vol. 6, no 1, 2019, pp. 76–89. doi: 10.15330/jpnu.6.1.76-89. (in English)

Authors who publish in this journal agree to the following terms:

  1. Authors hold copyright immediately after publication of their works and retain publishing rights without any restrictions.
  2. The copyright commencement date complies the publication date of the issue, where the article is included in.

Content Licensing

  1. Authors grant the journal a right of the first publication of the work under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0) that allows others freely to read, download, copy and print submissions, search content and link to published articles, disseminate their full text and use them for any legitimate non-commercial purposes (i.e. educational or scientific) with the mandatory reference to the article’s authors and initial publication in this journal.
  2. Original published articles cannot be used by users (exept authors) for commercial purposes or distributed by third-party intermediary organizations for a fee.

Deposit Policy

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) during the editorial process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see this journal’s registered deposit policy at Sherpa/Romeo directory).
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Post-print (post-refereeing manuscript version) and publisher's PDF-version self-archiving is allowed.
  4. Archiving the pre-print (pre-refereeing manuscript version) not allowed.

Downloads

Download data is not yet available.