HTML5-Powered Causal Explanations: Fueling Deep Science Learning
DOI:
https://doi.org/10.53469/wjimt.2025.08(08).12Keywords:
Science Education, HTML5, Causal Explanation Strategy, MetacognitionAbstract
With the advancement of information technology, HTML5 has emerged as a robust, interactive, and cross-platform web technology increasingly adopted in education. In China’s current science classrooms, the emphasis often lies in factual outcomes over conceptual processes, limiting students' opportunities to develop deep understanding. This study, grounded in constructivist theory, integrates a causal explanation strategy with HTML5 technology to design an online science learning system focused on the “lever principle.” A quasi-experimental design involving 42 middle school students was conducted. Results indicate that the HTML5-based system significantly improved students' science performance and metacognitive skills, offering empirical support for the effective integration of strategy and technology in science education.
References
de Carvalho, A. M. P. (2004). Teaching science through causal explanation: A constructive approach. International Journal of Science Education, 26(6), 713–730.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906–911.
Paulo, G., Rosa, A., & Lemos, A. (2004). Causal explanation and conceptual change in science learning. Science & Education, 13(4), 395–418.
Ramos-Quintana, F., Pérez-Rodríguez, F., & Cebrián-Robles, V. (2016). Simulating particle dynamics using HTML5 technologies. Education in Science, 35(2), 42–50.
Yang, Y., Liu, C., & Zhang, X. (2018). Application of HTML5 in physics courseware design. Computer Education, 39(3), 75–79.
Zheng Hao. (2024). Research on the application of causal explanation in middle school science teaching. China Educational Technology Equipment, (4), 84–86.
Zhou Qiang. (2014). Analysis of the lack of causal teaching in basic education science courses. Primary and secondary school teacher training, (6), 28–31.
Zhou Feng. (2025). Exploration of science teaching strategies for deep learning. Curriculum Teaching Materials, (2), 77–82.
Gu Chen, Huang Wei, & Zhang Nan. (2022). Development and application of junior high school physics virtual experiment platform based on HTML5. Research on Audio-visual Education, 43(6), 102–108.
Gu Chen, Zhang Liuwan, Wei Bin, Li Yansong, Ma Boyi, Chen Xinyi... & Wang Qing. (2022). Construction of H5 numerical simulation physics experiment at Tsinghua University. Physics and Engineering, 32(04), 125-130.
Clark, R. C., & Mayer, R. E. (2023). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley & sons.
Li Ping. (2020). Research on the influence of junior high school students’ metacognitive ability on scientific learning transfer. Modern Educational Science, (4), 71–74.
Mayer, R. E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8), 760–769.
Azevedo, R., Cromley, J. G., & Seibert, D. (2004). Does adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29(3), 344–370.
Lombrozo, T. (2006). The structure and function of explanations. Trends in Cognitive Sciences, 10(10), 464–470.
Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43–59.
Williams, J. J., & Lombrozo, T. (2010). The role of explanation in discovery and generalization: Evidence from category learning. Cognitive Science, 34(5), 776–806.
Zhao, J. (2020). Re-thinking technology-enhanced learning: A pedagogy-oriented perspective. Educational Technology Research and Development, 68(6), 3215–3232.
NGSS Lead States. (2013). Next generation science standards: For states, by states. National Academies Press.
Zhang Yifan. An online education system based on HTML5 technology[D]. Beijing University of Posts and Telecommunications, 2014.
Pettit, R. K. (2018). Ten tips to encourage student interaction with screen-capture type vodcasts. Advances in Medical Education and Practice, 9, 535–540.
Aveleyra, E. E., Racero, D., & Vega, A. (2016). Physics teaching with simulations in HTML5. Journal of Computer Science and Technology, 16(01), 47-51.
Sheng, Y., Huang, J., Zhang, F., An, Y., & Zhong, P. (2016, August). A virtual laboratory based on HTML5. In 2016 11th International Conference on Computer Science & Education (ICCSE) (pp. 299-302). IEEE.doi: 10.1109/ICCSE.2016.7581597.
Lu Hao & Wang An. (2023). Design and development of primary school English course educational games based on HTML5 animation tools. Automation Applications, 64(10), 233-235.
Chen Xinming. (2020). Design research on ancient poetry education application based on H5 technology (Master's thesis, Nanjing University of Information Science and Technology). Master's degree https://link.cnki.net/doi/10.27248/d.cnki.gnjqc.2020.000690doi:10.27248/d.cnki.gnjqc.2020.000690.