Effects of scaffolded inquiry and problem-based learning on students' understanding, attitudes toward science,and inquiry skills

• Main Authors: Chen,Chia-Ying, 陳佳霙
• Other Authors: 陳菁徽
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/69552382447700619183

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.