Maximizing learning about photosynthesis through iPad-based scientific inquiry combining microscopic representations: collaborative versus individual learning

Photosynthesis is considered one of the most challenging biology units for students, as mastery requires macroscopic and microscopic understandings of the photosynthesis mechanism. This study designs an iPad-based scientific inquiry with the microscopic representation of photosynthesis learning program, closely linking macroscopic and microscopic representations at each topic to enhance learning of photosynthesis. We further investigate whether collaborative learning (CL) and individual learning (IC) yield comparable benefits. Ninety-one 7th-grade students were randomly divided into two groups; 45 placed in the CL section, 46 in the IL. Students' pre- and post-test data on conceptual understanding, inquiry abilities, and mental model construction were collected, as well as their iPad learning log data from three 45-minute class sessions. Results showed a significant positive learning effect on both groups' understanding of photosynthesis concepts, inquiry competency, and mental model construction. The CL group students significantly outperformed the students in the IL group in their mental model construction. Log data extracted from the iPad learning process explains why CL group scored significantly higher than IL group on macro-microscopic integration questions due to spending more time processing macro-microscopic integration questions. Regression results indicate that students' scores on macro-microscopic integration questions best predict their mental model performance.