Learning is a complex process which needs to be proven empirically. It is not only seen from the teachers and students’ perspective, but also how technology works in instructional process. Educational technology and instructional strategy are correlated with the philosophy of science in the effort of providing solutions for learning issues to improve scientific inquiry (Cilesiz & Spector, 2014). One of the concepts of philosophical-based learning is meaningful learning (Arends, 2013). According to Jansen and Merwe (2015), a meaningful learning is a model in a 21st century learning context. A meaningful learning requires the learning outcome that also produces graduates who have the critical thinking ability, problem-solving skill, and who will be of service in the future. Further, in the context of meaningful learning, a learning process that encourages conceptual understanding is a strong foundation that can facilitate students to have a higher level of thinking (Degeng, 1988; Llewellyn, 2013; Reigeluth, 1999; Reigeluth, Beatty, & Myers, 2017). Another problem that commonly arises in meaningful learning is the students’ low achievement (Anderson & Krathwohl, 2001). Natural science as one of the subjects taught in elementary schools is considered to be difficult for students (Jonstone, 1991; Llewellyn, 2013). This perception was supported by research findings which stated that a number of misconception occurred in natural science subject (Akbas & Gencturk, 2011; Thompson & Logue, 2006). One of the misconceptions took place in the topics of photosynthetic and organ systems of the human body (Laksana, Degeng, & Dasna, 2017; Svandova, 2014). The importance of the conceptual understanding in learning has reinforced the use of inquiry-based learning (Choi, Lee, & Jung, 2008; NRC, 2000). Inquiry-based learning has regarded as the foundation of an inductive Dek Ngurah Laba Laksana Citra Bakti College of Education, Indonesia I Wayan Dasna, I Nyoman Sudana Degeng State University of Malang, Indonesia Abstract. This research aimed to identify the effects of inquiry-based learning on the conceptual understanding of students with various learning styles in the multimedia learning environment. This research was factorial experiment with the quasi-experimental design. There were total of 157 primary school students in Bali, Indonesia being involved as the subjects of the study. There were two instruments used in this research. The first instrument was a questionnaire adapted from Index of Learning Style (ILS) developed by Felder and Soloman for measuring the verbal-visual learning styles. The second instrument was the conceptual understanding test for measuring students’ conceptual understanding in the form of multiple-choice test. The research discovered three findings as follows: (1) there is a significant difference in terms of conceptual understanding between students who are taught by inquiry-based learning and direct instruction strategy, (2) there is a significant difference in terms of students conceptual understanding between visual and verbal students, (3) there is a significant interaction between different learning strategies (inquiry based learning and direct instruction strategy) and students’ learning styles (visual verbal) toward students conceptual understanding.

中文翻译：

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探究式学习与学习方式对多媒体学习环境中小学生概念理解的影响

学习是一个复杂的过程，需要经验证明。它不仅是从教师和学生的角度来看的，而且还包括技术在教学过程中的作用。教育技术和教学策略与科学哲学相关，旨在为学习问题提供解决方案以改善科学探究（Cilesiz & Spector, 2014）。基于哲学的学习的概念之一是有意义的学习（Arends，2013）。Jansen 和 Merwe（2015）认为，有意义的学习是 21 世纪学习环境中的一种模式。有意义的学习需要学习成果，也需要培养具有批判性思维能力、解决问题能力的毕业生，并在未来为他们服务。此外，在有意义的学习背景下，鼓励概念理解的学习过程是一个强大的基础，可以促进学生拥有更高水平的思维（Degeng，1988；Llewellyn，2013；Reigeluth，1999；Reigeluth、Beatty 和 Myers，2017）。在有意义的学习中经常出现的另一个问题是学生成绩低下（Anderson & Krathwohl, 2001）。自然科学作为小学教授的科目之一，被认为对学生来说很困难（Jonstone，1991；Llewellyn，2013）。这种看法得到了研究结果的支持，研究结果表明自然科学学科中存在一些误解（Akbas & Gencturk, 2011; Thompson & Logue, 2006）。其中一个误解发生在人体光合作用和器官系统的主题中（Laksana、Degeng 和 Dasna，2017 年；Svandova，2014 年）。概念理解在学习中的重要性加强了探究式学习的使用（Choi, Lee, & Jung, 2008; NRC, 2000）。探究式学习已被视为归纳式 Dek Ngurah Laba Laksana Citra Bakti 教育学院的基础，印度尼西亚 I Wayan Dasna，I Nyoman Sudana Degeng 印度尼西亚玛琅州立大学 摘要。本研究旨在确定探究式学习对多媒体学习环境中具有各种学习风格的学生的概念理解的影响。本研究是采用准实验设计的析因实验。共有 157 名印度尼西亚巴厘岛的小学生作为研究对象。本研究使用了两种仪器。第一个工具是改编自 Felder 和 Soloman 开发的学习风格指数 (ILS) 的问卷，用于测量语言-视觉学习风格。第二个工具是概念理解测试，以选择题测试的形式测量学生的概念理解。研究发现以下三个发现：（1）采用探究式学习和直接教学策略的学生在概念理解方面存在显着差异，（2）学生在概念理解方面存在显着差异在视觉和语言学生之间，