| Summary: | 碩士 === 國立彰化師範大學 === 科學教育研究所 === 95 === This study applied ground theory, The researcher observed the case school for two years, from constructing learning community, conducting inquiries, clarifying problems, applying discussion guiding strategy, building scaffolds, integrating and identifying effective scaffolding, establishing on-line community dynamic scaffolds, to carried on evaluating the teaching effectiveness and so on. Carrying on the theory-based research and developing by the practical action, the researcher proposed "community image", the dynamic scaffolding teaching strategy, is for the purpose of applying to science inquiry community, providing the scaffolding guidance to novices from community peripheral to the core, facilitating student's scientific inquiry into the aimed direction that is clear, full of support, and being helpful in establishing self- approval.
This article reported the designed stages for 17 weeks inquiry activity in three years, observation of the students' inquiry courses, and collecting questions and problems when novices doing inquiries. The questions including insufficient information using ability, unable to join the community, lacking the access of peers and experts, not knowing how to seek inquiry topics, the stableness of the community operation system, the deficient core participants to learn with, short of effective evaluaton tools to determine inquiry ability, lacking interaction opportunity, unable to plan inquiry projects, lacking implementation space, lacking the tools of data management, lacking installation and resources of experiments, often lacking the initiative or the power, insufficient prior knowledge, unable to transmit inquiry course with suitable ways.
The case community core teachers proposed the effective scaffolds, for example, staged study lists, integrated curriculum of information and inquiry, on-line discussion string guide, inquiry proposals, the student scaffolds, community image and so on. The community image included aformentioned scaffolding resources, using the scientific inquiry ability assessment, community identify assessment, community participation assessment, constructing the visulized community framework, differentiating the novice and the expert by the legitimate peripheral participation theory, establishing the clearly scaffolding net, in order to evaluate, guide, and plan student's scientific inquiry.
The conclusions are: (a)Establish the community scaffolding formation model. (b)Allocate community core teachers, culture students more abilities by team teaching. (c)Establish an inquiry data pool, provide the teachers and students to use the scaffolds flexibly. (d)Propose the community image teaching model, to integrate student's scientific inquiry learning. (e)Visualized management, let community members manage community resources together. (f)Based on the legitimate peripheral participation (LPP) theory to establish community framework, provide the student effective and clearly study directions. (g)Regard the community image as an alternative assessment in scientific inquiry. (h)Carry on the inquiry study by the group cooperative learning, has the power of promoting inquiry experience to inheritance. (i)Positive interaction is the shortcut in inquiry course, when the novices enters the core. (j)Balance development inquiry community with three essential factors (scientific inquiry ability, community identify, community participation), may help the inquiries conform work requirement to the real community.
From the results, the network community scientific inquiry will proximate student's scientific inquiry learning close to the real science community, and the community image design, may make inquiry teaching promising and with flexibility.
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