What is it about?
Web-based Science Inquiry Environment (WISE) units are developed using the knowledge integration framework that encourages students to become autonomous learners. This paper presents a discussion on how WISE units (photosynthesis and respiration) were used to develop Bruneian students into autonomous learners. Both WISE units enabled the students to construct complex ideas about photosynthesis and cellular respiration by linking observable events and scientific ideas while working autonomously with infrequent teacher monitoring.
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Why is it important?
Evidently, WISE is a 21st century teaching and learning tool that provides opportunities for students to explore and discover various scientific concepts at their own pace. The findings of this study suggest that the students became more engaged in learning about photosynthesis and respiration through WISE and there were significant improvement in their test results in both topics.
Perspectives
Learning about WISE has opened up my mind about alternative ways in teaching and learning that helps our students become autonomous learners. Web-based learning such as WISE allows students to discover scientific concepts and work at their own pace.
DR JAINATUL H JAIDIN
Universiti Brunei Darussalam
It was a great pleasure to write, communicate and collaborate with the co-authors of this article especially with Professor Marcia Linn of University of California Berkeley, the leading researcher on technology and education. This article was produced during my second year as a doctoral student in Universiti Brunei Darussalam. This article shares the first-hand feedback of using WISE in 2 secondary schools in Brunei. More importantly, this article is the first publication on using WISE in Brunei Darussalam.
Siti Fatimah Petra
Universiti Brunei Darussalam
Read the Original
This page is a summary of: Supporting students to become autonomous learners: the role of web-based learning, International Journal of Information and Learning Technology, August 2016, Emerald,
DOI: 10.1108/ijilt-05-2016-0017.
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