Effects of Web Issue-Quest Approaches with Different Prompting Strategies on Students' Learning Performance in a Natural Science Course

Inquiry-based learning can stimulate students to construct domain knowledge, develop exploration skills, and shape their self-paced learning. This study presents the inquiry-based learning mode with different strategy prompts for natural science learning in order to test its effectiveness and use experience. The study subjects are three classes of 76 sixth-grade students using the different prompt strategies in their network inquiry learning. Experimental group A learned with the collective intelligence of issue-quest prompts provided by their peers, Experimental group B learned with the teacher-designed issue-quest prompts, and the Control group used the regular online issue-quest inquiry learning without any prompts. The three classes of students which participated in this experiment learned via internet network inquiry learning activities with the different systems. The results show that different kinds of issue-quest prompt strategies can elevate learners' learning effects. The students who learned with the collective intelligence of issue-quest prompts provided by peers clearly had significantly better outcomes than those in the control group.