Using inquiry experiment activities to promote students'' participation and their science process skills

• Main Authors: Li-Hua Cheng, 鄭麗華
• Other Authors: Wen-Hua Chang
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/23967772585069394781

碩士 === 國立彰化師範大學 === 科學教育研究所在職進修專班 === 90 === The purpose of this study is to change experimental activities process and use different strategies step by step to build an inquiry experimental condition to promote students’ participation and their process skills. Students’ reflection about this inquiry condition and the teaching strategies were also investigated. One class of junior high school students in grade 8 were selected to examine the result of two groups between high participation and low participation, by the way of tape recording and video photographing and half-structure interview. The students take examinations before and after the research. We also collect students’ learning sheets, questionnaire, teacher’s teaching records, teachers and professor meeting in order to analyze the research result. The research results are below: 1. By conducting an action research, the researcher build the inquiry experiment teaching condition. 2. By group competition, drawing processing graph, checking index, students understand how to complete the experiments and have sufficient time to do similar experiment. 3. Under the condition of inquiry in addition to appropriate job allocation, students have more opportunities to articipate in experiment. Students improve their process skills on observating, comparing, predicting, variable controlling, inferencing, and designing experiment. 4. The experiment V map can help students understand all the process of experiment; but it is difficult for low achievement students. However, after more training and tutorial, most students can finish Vee mapping.