| Summary: | 碩士 === 國立彰化師範大學 === 科學教育研究所 === 101 === This study aims to analyze the effectiveness of infusing scientific game into guided inquiry instruction on junior high low-track students’ learning outcome in science,
especially on on low-track students‘learning motivation, the learning achievement and the science learning performance.
Researcher manipulated 10 levels added up to 9 times scientific games into guided inquiry instruction during one semester and make both pre-tests and post-tests of the
motivation questionnaire (Tuan, Chin &; Shieh, 2005) before and after the curriculum on 25 eighth grade low-track students in mid-Taiwan. Furthermore, researcher collect
students’ grades from three midterms and conduct a pre-post science concept test before and after the research period. one week after the curriculum implement to understand the
learning conditions. 11 students were selected to conduct pre and post semi-structured in relation to students’ learning motivation in science, including self-efficacy(SE), active learning strategies(ALS), science learning value(SLV), non-performance goal(NPG), achievement goal(AG), learning environment stimulation(LES). Class video-taping were collected and analyzed to collect students’ participation in the class. All the quantitative
data were analyzed by descriptive statistics and t-test.
Finding of this study found out students’ learning motivation post test is significant higher than pre-test (p<.001). There is no significant increase in the grades of three midterms, but there is also unchanged with the increasing difficulty content topic. Students perform well on reason and concrete parts of the scientific concept test and appear great willingness to access this curriculum and make slight adjustments of the learning strategy in science.
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