Fostering Secondary School Students’ Scientific Explanation Competency on Renewable Energy Using Inquiry-based Remote Laboratory Learning
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Abstract
Science education plays a crucial role in developing students’ ability to apply scientific knowledge, reason critically, and solve real-world problems. This classroom-based study explores the development of scientific explanation competency among twenty-five eleventh-grade students through a remote hands-on laboratory learning approach, integrating sensor technology and interactive simulations within an inquiry-based physics class on renewable energy. Conducted as a pre-experimental research design at a public secondary school in northeastern Thailand, the research examines students’ abilities to construct claims, use evidence, and apply reasoning before and after engaging in remote physics experiments. Students interacted with real-time sensor data and dynamic simulations to analyze energy transformations. Descriptive statistics, including mean and standard deviation, were used, and a paired-samples t-test assessed pre- and post-learning differences in scientific explanation abilities. Results show a statistically significant improvement (p<.05) in students’ overall competency, with notable gains in claims, evidence, and reasoning. The findings suggest that inquiry-based remote laboratory learning with sensor technology and interactive simulations effectively supports students in constructing well-reasoned scientific explanations. This study underscores the potential of technology-enhanced remote experimentation to enhance students’ engagement, accessibility to laboratory experiences, and deeper scientific understanding. Future research should explore the long-term impacts of inquiry-based remote laboratory learning and compare different instructional strategies to maximize students’ scientific explanation competency in school science.
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