| Summary: | 碩士 === 臺北市立師範學院 === 科學教育研究所 === 91 === Abstract
The purpose of this research was to probe how Project-Based Inquiry Model of Two-Stage Viewpoint (PBIMTSV) influenced the Problem-Solving Ability, the Nature of Science, the Science-Related Attitudes, and Learning Styles held by fifth and sixth graders. In addition, the researcher explored the Problem-Solving Ability, the Nature of Science, and the Science-Related Attitudes of the students who were “Underdeveloped-Underdeveloped” and “Underdeveloped-Immediate Reaction” learning style.
The research was a quasi-experimental design, which was adopted by Pre-posttest control group design. The students were assigned by the convenience sampling, 32 students for the experimental group(EG), and 30 students for the control group(CG). The students were the members of scientific research club in the elementary school in Panchiao. The researcher utilized “Problem-Solving Ability Test(PSAT)”, “Nature of Science Questionnaire(NSQ)”, “Science-Related Attitude Quantity Test(SRAQT)”, and “The Test of the Learning Styles of Elementary School Students(TLSESS)” as tools. The independent variable was “PBIMTSV”, the covariate variables were the pretest scores of “PSAT”, ”NSQ”, “SRAQT” and “TLSESS”. Besides, the researcher used “TLSESS” to classify the students in the experiment, the researcher used “a Live Observation and Recording”, “Semi-Structured Interview “, “Project-Based Scientific Learning Journal”, and “Students Learning Diary” to collect the data and based on the grounded theory, the researcher analyzed the mental representation of the students in three aspects, “Problem-Solving Ability”, “the Nature of Science”, and “the Science Related Attitudes”.
The results of research were as follows: (1) The Problem-Solving Ability: The EG, which accepted “PBIMTSV” instruction and then conducted inquiry learning through it, scored significantly higher than the CG on “PSAT” in the total scores. In other words, the EG had more positive performance than the CG on Problem-Solving Ability. However there was no significant difference between the EG and the CG in subscale of “Realizing Problem”, “Guessing Factors”, and “Determining Solution”.
(2) The view of the Nature of Science: Students in the EG had more positive performance than the students in the CG on the “NSQ”, meanwhile, the EG scored significantly higher than the CG in subscale of “The Scientific Worldview” and “The Scientific Enteprise”.
(3) The Science-Related Attitudes: The students in the EG had more positive performance than the students in the CG on “SRAQT”, meanwhile, the EG scored significantly higher than the CG in subscale of “Attitudes Toward Science”.
(4) Learning Style: The students in the EG had more positive performance than the students in the CG, in the aspects of “General Understanding”, “Step by Step”, “Immediate Reaction”, and “Underdevelopment”.
(5) In mental representation of Problem-Solving: The students who were “Underdeveloped—Underdeveloped” learning style put emphasis on the strategy of Problem-Solving, they didn’t put emphasis on the interaction between scientific knowledge and its strategy of Problem-Solving. In contrary, the students who were “Underdeveloped-Immediate Reaction” learning style emphasized the gain of scientific knowledge and the interaction of knowledge and Problem-Solving strategy. So they used to apply the ability of Problem-Solving to the situated environment.
(6) In mental representation of the Nature of Science: The students who were “Underdeveloped-Underdeveloped” learning style held the face viewpoint of contemporary scientific philosophy; they didn’t believe the results what they didn’t experience the process of “Hypothesis and Verification”. The students who were “Underdeveloped-Immediate Reaction” learning style also held the viewpoint of contemporary scientific philosophy, but they didn’t realize the relationship between the public perspective and real scientific activities.
(7) In mental representation of the Science-Related Attitudes: The students who were “Underdeveloped-Underdeveloped” learning style expressed positive viewpoint and the mental representation of egoism. In contrary, the students who were “Underdeveloped-Immediate Reaction” learning style emphasized the importance of the peer communication and teamwork but they also expressed the mental representation of egoism.
The research generalize the conclusion by according to the results of research were as follow:(1) The PBIMTSV had positive performance on “ the Problem-Solving Ability”, “the Nature of Science”, ”the Science-Related Attitudes” and “Learning Style” for elementary scientific research club’ students. (2) The students of different learning style who had different mental representation. Finally, the researcher offered some suggestions: (1) The guidance-problem of the Project-Based Teaching should bond the live environment of the students. (2) The students were base in inquiry environment on the Project-Based Learning, the teacher should a helper on the Project-Based inquiry activities.
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