This study investigated whether conducting inquiry-based learning projects online could still help develop students' personal and social values and attitudes. Data was collected from student questionnaires, focus group interviews, and analysis of their online project work. Results from the questionnaires and interviews showed that students engaged with the topics and learned as evidenced by their ability to discuss different levels of cognitive and affective learning. Analysis of their online projects also demonstrated reception of knowledge as well as higher-level reflection on values. The conclusion was that conducting inquiry-based learning online can still support the development of values and attitudes in students.

1. Would the development of (Personal and Social) Values and Attitudes be still achieved by conducting the Inquiry Based Learning online? 網上探究式專題研習是否能實現價值觀（個人和社會）及態度的發展？ Researcher: Dr Felix Siu

2. Purpose This study investigates the efficacy of conducting inquiry project based learning with the use of educational technology for students in four primary schools with an emphasis on the development of values and attitudes in student projects. Centre for Information Technology in Education

3. Backgrounds Reflection in learning is a pedagogical technique used to promote the higher order cognitive skills of analysis, synthesis, and evaluation that constitute the concept of critical thinking. According to Bloom’s taxonomy of educational objectives, it consists of three domains: cognitive (about knowing) affective (about attitudes, feelings) psychomotor (about doing). Centre for Information Technology in Education

4. Backgrounds The affective domain has a hierarchy of five levels: receiving, responding, valuing, organization characterization. Centre for Information Technology in Education

5. Backgrounds receiving: is willing to notice a particular phenomenon responding: makes response, at first with compliance, later willingly and with satisfaction valuing: accepts worth of a thing organisation: organises values; determinesinter-relationships; adaptsbehaviourto value system characterisation: generalisescertain values into controlling tendencies; emphasis on internal consistency; later integrates these into a total philosophy of life or world view. Centre for Information Technology in Education

6. Backgrounds

7. Backgrounds Why use Bloom Taxonomy? Today's teachers must make tough decisions about how to spend their classroom time. Clear alignment of educational objectives with EDB standards is a necessity. Like pieces of a huge puzzle, everything must fit properly. The Bloom's Taxonomy Table clarifies the fit of each lesson plan's purpose, "essential question," goal or objective. Centre for Information Technology in Education

8. Methodology To foster affective reflection in learning, students were encouraged to create written reflection in their projects online besides a set of interview questions and questionnaire based on the characteristics of these five levels, were developed to scaffold students in their reflection process with an emphasis to enhance the development of values and attitudes in inquiry based learning. The methodology used for the research was a mixed method of quantitative and qualitative techniques using three instruments: student survey, focus group interview and students’ written feedback in their projects. Centre for Information Technology in Education

9. Data Collection and Analysis The data was collected and examined using multiple sources of evidence, such as student questionnaires given after the students’ group assignment, a focus group interview conducted by research assistant, and the analysis of information recorded in Google Sites. Centre for Information Technology in Education

10. Data Collection and Analysis The questionnaire The student questionnaire consisted of closed-ended questions. Responses to the closed-ended questions were given according to a four point Likert scale to examine the students’ five levels of affective domain of Bloom’s Taxonomy, where 1 referred to “Totally disagree” and 4 denoted “Totally agree”. Centre for Information Technology in Education

11. Data Collection and Analysis The questionnaire Centre for Information Technology in Education

12. Data Collection and Analysis The focus group interview The interview was conducted after the questionnaires have been given to clarify some of the students’ answers, or to probe further to understand their deepen comprehension. Centre for Information Technology in Education

13. Data Collection and Analysis The focus group interview Centre for Information Technology in Education

14. Data Collection and Analysis The focus group interview Centre for Information Technology in Education

15. Data Collection and Analysis Students’ group assignment Information generated by different groups was collected through Google Sites, and analyzed and sorted by types of category, which corresponds to the five levels of affection domain of Bloom’s Taxonomy. We combined this evidence to get an overall picture. Centre for Information Technology in Education

16. Data Collection and Analysis Students’ group assignment Centre for Information Technology in Education

17. Data Collection and Analysis Students’ group assignment Centre for Information Technology in Education

18. Data Collection and Analysis Students’ group assignment Centre for Information Technology in Education

19. Data Collection and Analysis Students’ group assignment Centre for Information Technology in Education

20. Findings and Discussion 1. Data from student questionnaires Centre for Information Technology in Education

21. Findings and Discussion 1. Data from student questionnaires Centre for Information Technology in Education

22. Findings and Discussion 1. Data from student questionnairesJudging from means (3.18) of the findings which is well above the average of 2.5. On average over 80% of the students did strongly agree to each level of the five level of affective domain learning objectives. Centre for Information Technology in Education

23. Findings and Discussion 2. Data from focus group interview Data from interview was collected to get a deepen understanding of students’ reflection. Students were invited to involve to the interview, which consisted of five questions in correspondence with five levels of affection domain. Majority of the students showed a positive value and attitude towards the project experience. For example For receiving level, students were asked whether they have spotted the effect of smoking, alcoholism and drug abuse on self development after project. There was widespread relief that 100% students referred to realize the bad effect. As to responding level, the question whether the students know more about the topic after project was referred to. It has shown that majority of the students made it clear that they have knowledge enriched, and they would devote themselves to encourage others to get rid of smoking, alcoholism and drug abuse if they had opportunities. Centre for Information Technology in Education

24. Findings and Discussion 1. Data from student’s websites The outcome of students’ group project have been shown on Google Sites, which facilitate us to get understand in depth what kind of content was taking place and what kind of reflection would come out. Most of the groups were actively involved in this project. For example: All five groups described the various kinds of cigarettes, alcoholic drink and drug, as well as the reasons why people addicted to them. In the receiving level, all groups realized the bad effect of cigarettes, alcoholic drink and drug. In the responding level,4groups gave their confirmation that their knowledge has increased. Centre for Information Technology in Education

25. Data Collection and Analysis Students’ group assignment Centre for Information Technology in Education

26. Data Collection and Analysis Students’ group assignment Centre for Information Technology in Education

27. Data Collection and Analysis Students’ group assignment Centre for Information Technology in Education

28. Findings and Discussion In conclusion The primary goal of the investigation in exploration of any resultant evidence of student critical thinking, and a subsequent evaluation of the development of value and attitudes in doing inquiry based learning online has showed that the development of (Personal and Social) Values and Attitudes would be still achieved by conducting the Inquiry Based Learning online. Centre for Information Technology in Education

29. References Bloom, B.S. (1956). Taxonomy of educational objectives. Handbook I: The cognitive domain. New York, NY: McKay. Bloom, B.S. (Ed.) (1969). Taxonomy of educational objectives. Handbook I I: Affective domain (2nd ed.). New York, NY: Longman, McKay Geoff Isaacs (1996) Bloom’s taxonomy of educational objectives.Teaching and Educational Development Institute, The University of Queensland. Centre for Information Technology in Education