The Action Research of Science Inquire Instruction

• Main Authors: Yow-Jye Liao, 廖祐杰
• Other Authors: Huey-Por Chang
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/81423639717169787764

碩士 === 國立彰化師範大學 === 科學教育研究所 === 95 === Abstract The purpose of this study is to analysis the Implementation situation about the action research of science inquiry instruction. The inquiry instruction activities were created and based on Grade 1-9 Curriculum Guidelines. The researcher used action research to implement inquiry instruction in his one 8th grader class for one year. Within the pleasant atmosphere, the students grew to enjoy the instruction activities more and more. On the other hand, scientific hands-on inquiry activities made students learn by themselves also could make students interested in learning. Students could explore creative thinking ability in happy hands-on activities The goals of this research were:(1) to explore the impacts of science inquiry activities on learning science inquiry skills of junior high school students, (2) to explore the impacts of science inquiry activities on learning science concepts of junior high school students, and (3) to explore the impacts of science inquiry activities on learning transformation of junior high school students. It’s contains: How to form the problem? How to solving the problem? What is the feature of solving problem? Two quantitative tools “inquiry competency questionnaires”, “What Is Happening In This Class, (WIHIC)” had been used in the study. The results of this study were following :(1). The results of the “inquiry competency questionnaires” displayed the following: The students that received science inquiry activities instruction displayed greater inquiry skills than before the instruction, in all areas apart from "observation and record ". The students that received science inquiry activity instruction obtained higher scores on, “compared with and classification” and, ”induction and reorganization’’ than before the science inquiry instruction and reach significant difference. (2).The results of “What Is Happening In This. Class, (WIHIC) ” were that the students got higher scores on “engagement ” than before the instruction and reached significant difference, but “cooperation” and “equality” the students have increased and did not reach significant difference. Beside quantitative tools, “study list”, “questions designed for Interview” and “the questionnaire of teaching feedback” has been adopted for supplemental tools to analyze qualitative data. In this study, several results have been found. First, students’ inquiry ability can influence the effect on science learning. Second, science inquiry instruction can assist students to improve science learning. Third, science inquiry instruction can achieve the learning transformation of students. From this news, we can infer that the students all responded positively to the science inquiry activity instruction.May the science inquiry instruction design of this research could be a reference for the nature teacher. Three suggestions of this study are summarized as follows: First, choosing an appropriate instruction method and encouraging teachers for further studies in the science inquiry field are important. Second, choosing materials that go with the student’s development, and the materials need to be authentic and be related to scientific knowledge. Teachers can create their own teaching materials as well. Third, to evaluate the learning effect of science inquiry instruction style in a different scientific unit and how to strengthen students’ abilities on Initiative study and inquiry can be another future research topic.