| Summary: | 碩士 === 國立臺北教育大學 === 自然科學教育學系碩士班 === 95 === In this study, we developed “the fragrance of crystal bread” as a teaching module. Qusai-Experimental Study was used in this study. Two groups of students from the fourth grade in the same school were selected. The experimental group received Inquiry-based teaching by the teacher to scaffold them to ask “5 Why” questions; the control group was taught via the Didactic Instruction Method. After the course, a science achievement testing of bread curriculum , attitudes toward science scale and assessment of science inquiry learning ability were used in the experiment to assess the students’ proficiency in both treatments.
The results were summarized as follows: In terms of science achievement testing of bread curriculum, attitudes toward science scale and assessment of science inquiry learning ability, the experimental group had significant superior performances than the control group. After the course, the experimental group can specify their problems to think how to solve the problem constantly according to the details while making bread and apply all the skills learnt from bake house. They can testify their hypothesis by baking their creative shapes.
We also present some suggestions based on our research findings: 1. topic-related inquiry-based teaching can combine natural science curricula and other activities. The teaching could be given in installments, but the time for inquiry activities should be prolonged, so that children can engage in them in more in-depth. This will help them develop sound inquiry habits and enhance their training in scientific inquiry. 2. few schoolteachers adopt inquiry-based teaching, for this method involves lengthy course design and additional experiment apparatus, which most teachers feel is difficult. In order to overcome this difficulty, teachers should learn more about the basic ideas and implement ion skills of inquiry-based teaching. 3. the design of inquiry-based teaching activities should be diverse and integrate things encountered in daily life. The activities should aim at developing children’s skills and problem-solving habits. Teachers can design activities in collaboration, or even invite students to participate in course design in order to better meet their needs.
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