The Path of Promoting Primary School Students' Inquiry Ability Through Family Education in China Under Information-Based Technology

Abstract

This study was designed with two primary objectives in mind. The first objective was to identify the strategies that teachers use to enhance students’ inquiry skills within the context of information-based family education. The second objective was to evaluate the effectiveness of these strategies in improving primary school students’ inquiry skills within their familial educational environments, as perceived by parents. The methodology employed in this study was a mixed strategy of quantitative survey. The survey was administered to a sample of 40 teachers and 80 parents in Guangzhou, China. Additionally, selected parents were interviewed to gain further insights into the familial educational environments and the strategies employed therein. The results of the study were quite revealing. Over 66% of the teachers expressed confidence in their students’ ability to use school resources to improve their inquiry skills. Despite challenges such as limited access to technology and the digital divide, these teachers employ a diverse range of strategies, including the use of technology, to nurture the inquiry skills of their students. On the other hand, parents were found to leverage various tech-based methods to stimulate their children’s interest and learning. These methods ranged from online research preparation to the use of virtual reality apps. The use of technology was not just limited to sparking interest, but was also utilized to enhance specific inquiry skills such as math practice or exploration of art styles. Children’s reactions when faced with problems were also studied. The study found that children display a range of reactions, from confusion to motivation. These reactions often lead to different help-seeking strategies. Furthermore, children were found to frequently share their learnings with their families. This not only demonstrates the diverse ways in which children acquire knowledge but also the varied ways in which they disseminate this knowledge within their familial environments. This study, therefore, provides valuable insights into the strategies employed by teachers and parents to enhance students’ inquiry skills and the effectiveness of these strategies.