| Summary: | 碩士 === 國立彰化師範大學 === 商業教育學系 === 98 === Abstract
The purpose of this study was to determine the effects
of scaffolded inquiry and problem-based learning on
students' understanding, attitudes toward sci ence, and
inquiry skills. Although many studies have examined the
effects of inquiry and problem-based learning in science
learning, few studies have investigated these learning
effects on students’ attitudes toward science and inquiry
skills. Yet there is a lack of empirical research examining
the role of scaffolding on both inquiry and problem-based
learning. Hence, this study conducted mixed-methods study
to examine the influence of scaffolded inquiry and
problem-based learning on students’ understanding,
attitudes toward science, and inquiry skills in the web-based learning environment. Ninety - six middle school students were recr u i t ed and randomly assigned to one of the three conditions: (1) scaffolded inquiry-based learning condition that provided students with i nquiry prompts, (2) scaffolded problem-based learning condi tion that provided students with procedure prompts,or (3) a control condition that did not provide access to any prompts. The findings revealed that:1. in multimedia online learning environment, students in all three conditions made a significant improvement on the understanding of science.
2.in multimedia online learning environment,students who
participated in the scaffolded inquiry-based learning had
a significant change in their attitudest oward science.
3.in multimedia online learning environment,students who
participated inscaffolded inquiry-based learning had a significant improvement on their inquiry skills.
4.in multimedia online learning environment, different scaffolded learning methods not only resulted indifferent group discussions, knowledge attainments, but also influenced learning efficiencies and conceptual change.
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