An Action Research of 5E Inquiry Teaching on Fourth Grade Students’ Scientific Process Skills

• Main Authors: Yung-Sheng Lin, 林永盛
• Other Authors: Jun-Yi Chen
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/81827146814011056725

碩士 === 國立嘉義大學 === 科學教育研究所 === 99 === The purpose of this action research was to investigate fourth grade students’ scientific process skills through 5E inquiry teaching. The subjects were ten students (4th-graders). Three units of 5E inquiry teaching were designed and implemented, included “the beautiful rainbow”, “the flowing water” and “cloud, rain and fog”. The data was gathered by the scientific process skills questionnaire, classroom observations, interviews, teacher’s teaching diaries, and teacher’s and students’ documents. According to time sequence, the data was analyzed. It was found that the 5E inquiry teaching was helpful to develop students’ scientific process skills. Students were able to use various senses to recognize the characteristics, make detailed observation, classify make the results from the experiments, make prediction, and search the information from various sources. However, some students still had difficulties in determining the variables of two dimensions and using control variables. In addition, the researcher found that implementing inquiry teaching needed to consider students’ requirements and development to adjust the amount of learner self-direction. The group learning was helpful for students to do inquiry and improve their scientific process skills. Furthermore, having insufficient time to implement inquiry teaching was required to solve. The teacher would give consideration to give students sufficient time to explore and adjust teaching progress.