| Summary: | 碩士 === 國立彰化師範大學 === 化學系 === 100 === The Effects of Inquiry-Based and Traditional Instructions Integrating Household Products into Chemical Experiments on High-School Student Inquiry Competency and Concept Learning — An Example of the Reduction-Oxidation Titrations
Abstract
The purpose of this research is to develop innovative chemical experiments with
household products instead of chemicals and equipment from chemistry laboratories.
The experiments were adapted as teaching materials of inquiry-based and traditional
instructions for the high-school chemistry. The two instructions were carried out to
explore the effects on student inquiry competency and concept learning. The teaching
materials were evaluated the feasibility for the high-school chemistry curriculum.
The research sampling was two classes of 11th graders from one high school in
Nantou County. The quasi-experiment was designed to conduct inquiry-based and
traditional instructions using different teaching materials. Inquiry-based and traditional
instructions were adopted as the experimental group and the control group, respectively.
The title of the experiments instructed was reduction-oxidation titrations. The collection
of the data was both qualitative and quantitative. The qualitative data included the
Certificate of Initial Mastery (CIM) scoring in scientific inquiry from Oregon
Department of Education and student worksheets. The quantitative data included
two-tier test and student feedback questionnaire.
In the inquiry competency aspect, the results showed that student “forming a
question or hypothesis” did not perform as well as their “designing an investigation,”
“collecting and presenting data” and “analyzing and interpreting results.” did. In
addition, except for “forming a question or hypothesis,” the other three phases of
student performance were beyond the standards of the CIM scoring of scientific inquiry.
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In the concept learning aspect, the inquiry-based instruction was superior to the
traditional instruction in helping students understand in chemical concepts. In the
student feedback aspect, the chemical demonstrations had successfully elicited student
learning motivation and promoted their learning interest. Most students thought the
experiments with household products were less dangerous and caused less pollution.
They enjoyed the experiments and responded positively to the two instructions.
Moreover, students thought the inquiry-based instruction was beneficial to the concept
learning and the critical thinking cultivation.
In summary, the inquiry-based and traditional instructions had positive effects on
student concept learning. Students reached the standards of the CIM scoring in the
inquiry-based instruction Furthermore, students gave positive feedback. Therefore, the
chemical experiments with household products developed in this research are suitable in
high school chemistry laboratory curriculum.
keywords: household product, chemistry experiment, inquiry-based instruction,traditional instruction, 5E learning cycle, inquiry competency and concept learning
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