Preference Towards Internet-based LE : SCIENCE

The beneficial use of internet technology in enhancing science education has been widely documented. Internet-based science learning environments are able to provide for reflective and analytical thinking. It also sharpens the ability to cross-reference and judge the validity of the vast amount of information available.
However, there is little study on the students' preference towards such an environment and this study seeks to shed some light in this area.
Data on student's preference and expectations on internet-based science learning environments could help educators create a more favourable environment for the teaching of science subjects.

Instrument Looked At: CILES (Constructivist Internet-based Learning Environment Survey) ~ assess student's expectations for Internet-based learning environments in general.
Instrument Used: CILES-S ~ assess student's preferences for Constructivist Internet-based learning environments for science. The scales used were based upon relevent literature and is congruent to the features of the constructivist science teaching.Every item in CILES-S has been carefully modified for assessing pupil's perception towards constructivist Internet-based learning environments for science and were validated by 2 experts in the area.

Method:

Sample: Stratified sampling of 853 10th-12th graders from 10 high school in Taiwan. Pupils were spread across a range of demographic areas and socio-economic backgrounds. All were exposed to the internet technology and had prior experience with it for learning purposes. All of them were exposed to some form of constructivist internet-based learning environment before responding to the CILES-S. A paper-and-pencil survey consisting a total of 40 items, presented in a 5-point Liket scale was administered.

Results:

Analysis of the results showed pupils high preference for;
1. internet-based LE that could enable them to apply their scientific knowledge to real life situations.
This calls for design that could present scientific knowledge in authentic tasks.

2. internet-based science LE to be user-friendly, contain infomation from varied sources and provide for learning outside the curriculum.

Analysis of the results showed pupils low preference for;
1. critical evaluation of the information obtained from the internet.

Female pupils were also found to prefer internet-based science LE that could enable them to apply their scientific knowledge to real life situations. Creating such LE could help to close the gender gap in science learning.

Conclusion:
CILES-S could be modified to access pupil's preference in any specific learning domain such as mathematics, languages ect. The results so obtained can then be used to create appropriate internet-based LE foreach knowledge domain, facilitating their learning and knowledge construction.