The effect of scaffolded scientific inquiry curriculum on students' scientific inquiry abilities

• Main Authors: Wei-Hsiu Hsu, 許瑋琇
• Other Authors: Ying-Shao Hsu
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/47300526841661067014

碩士 === 國立臺灣師範大學 === 地球科學系 === 98 === This study aimed to understand how scaffolded scientific inquiry curriculum design (Explicit version, Implicit version and Fading version) improved students’ scientific conceptions, scientific inquiry abilities and understanding about inquiry. The participants included 93 tenth graders from three classes at a senior high school in Taipei County. The researchers collected data from open-end questions, half structural interviews, and video clips of the focus group. The main results indicated that all the students had significant differences on scientific conceptions (t=12.26, p<0.001), scientific inquiry abilities (t=10.76, p<0.001) and understanding about inquiry (Z=2.17, p<0.05) through comparing their performances before and after the curriculum. Also, the fading version had better understanding about inquiry than the other two versions. However, no significant differences were found among the three versions（F=2.877, p>0.05）on students’ scientific conceptions and scientific inquiry abilities. From the analysis of focus groups’ video clips, we found that students in the Fading version performed better scientific inquiry abilities than the other two versions in no scaffolding lesson, Dam Lesson.