| Summary: | 碩士 === 國立屏東教育大學 === 數理教育研究所 === 99 === Abstract
This study was designed to empirically examine the relationship among science learning strategy, science learning style inventory, and scientific inquiry ability base on the sample of 4th year students at elementary school. Four questionnaires including “science learning strategy inventory”, “science learning style inventory”, “science inquiry self-evaluation inventory for 3rd-4th year students at elementary school” and “scientific inquiry ability inventory of 3rd-4th year students at elementary school” were applied as the survey instruments in this study. Findings will be able to assist teachers at elementary school to design related course which may develop students’ ability in science inquiry.
The research result has revealed that: (1) “test strategy” was the highest among science learning strategies, followed by “problem solving”, “information processing”, “reading comprehension”, and finally “time management”; (2) the number of accommodators were the highest among these students, followed by assimilators, convergers and finally divergers; (3) students reported the highest score in “define question” and “explain and analyze” among the scientific inquiry self-evaluation, whilst the “design and plan” and “explain and analyze” were the highest among scientific inquiry abilities; (4) the better the science learning strategy application, the better the science inquiry ability; (5) accommodators reported higher scores in “practice and verification”, “explain and analyze” and “science inquiry total score” than that of assimilators, however, these two groups did not differ significantly in “science inquiry ability”; (6) there are significant relationships between science learning strategies/science learning styles, and science learning strategies/scientific inquiry ability; (7) there were significant relationships between science learning strategies/science learning styles, and science learning strategies/scientific inquiry ability; (8) there were significant relationships between science learning styles and scientific inquiry self-evaluation. Regrading science inquiry ability, there were significant relationships among implementation verification, convergers, adapters, and divergers; (9) both the science learning strategy and science learning style could explain 11.7% of scientific inquiry ability.
Keyword: Science Learning Strategy, Science Learning Style, Scientific Inquiry Ability
|
|---|
