The Influence of Inquiry-Oriented Teaching to Grade Eight Students’ Learning Outcome on the Unit of Density

• Main Authors: Te-Ling Wang, 王德麟
• Other Authors: Iris T. C. Huang
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/89158176481103399404

碩士 === 國立高雄師範大學 === 科學教育研究所 === 94 === The aims of this research were to explore the effects of inquiry-oriented teaching on density unit on students’ scientific concept, nature of scientific inquiry, the scientific inquiry abilities, and the perceptions of the classroom learning environments. The researcher hoped to understand the difficulties of this kind of teaching practice from this research. One class of 8th graders participated in six-weeks inquiry-oriented teaching. The researcher used questionnaires on density concepts, inquiry abilities, nature of scientific inquiry and WIHIC as research tools to carry out the pre- and post-test individually. Interviews were also administered to the students in order to collect deeper understanding of the changing factors from the students. The researcher analyzed the quantitative data with the statistical software and collected the correlated information in order to explain the result of the qualitative data and to organize the research results. The findings of the study indicated that inquiry-oriented teaching is helpful for students’ concept understanding on density, but some students still held on some alternative conceptions. Students’ inquiry abilities on “Observation and Recording” ＆ “Designing Experiment” increased and were statistic significant. In the nature of scientific inquiry, quantitative data showed that students’ understanding changed but the change is not significant. In the WIHIC, the quantitative and qualitative data on students’ perceptions just had some advance in all aspects. According to the students’ answers on suitability of learning, it indicated that students thought that inquiry-oriented teaching was appropriate. Obstacles in inquiry teaching were the limit of time and instruments, students’ learning and adaptability, belief and the teacher’s emotion and immobile pressure from examinations.