| Summary: | 碩士 === 國立彰化師範大學 === 科學教育研究所 === 96 === The main goal of this research was to study the influence of inquiry instruction on junior-high students’ epistemology and motivation. A one-year teaching pattern based on the “nested inquiry-based instruction model” was applied on the eighth-grade students. Tools used for data collection included the “Investigation on Scientific Epistemology” (Tsai, Tuan & Lin, 2006) and “Students’ Motivation toward Science Learning (SMTSL, Tuan, Chin & Shieh, 2005)” questionnaires. Collected data were analyzed with t-test and Pearson’s correlation analysis, and the results were examined by Cohen’s D-value. Qualitative data included coding, analysis and induction on classroom taping and recording, open questionnaire, learning sheet and interview records. Quantitative results and qualitative results were compared and clarified and testified to observe the variation of each student’s epistemology and motivation. This study concluded that inquiry instruction do promote students’ epistemology and motivation. Furthermore, the result also showed a medium correlation between epistemology and motivation.
In students’ scientific epistemology the result of the inquiry instruction teaching pattern significantly promoted in students’ capabilities in creativity, applicability, temporality and criterion, and achieved an evidently differentia (p<0.001). Cohen’s d-value analysis indicated a high efficiency on the total appearance of the students’ epistemology. In students’ motivation the result also showed the same positive promotions in students’ self-efficacy, active learning strategies, science learning value, non-performance goal, achievement goal, and learning environment stimulation. It achieved a significance of p<0.01 in statistic result, and indicated a high efficiency in Cohen’s d-value.
After processed Pearson’s relative analysis on students’ epistemology and motivation, there were 11 out of the total 24 factors found to remain in medium or low range tendency. Analysis of the data indicated that the results of both students’ epistemology and motivation were closely dependent and great impacted to each other. In other words, inquiry instruction teaching pattern awakens a student’s epistemology in present knowledge gaining and maintains motive learning manner in learning; and both the student’s epistemology and motivation indicated positive throughout the study.
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