The Effects of Online Inquiry Activities on Junior High School Students’ Learning Outcomes Regarding a Socio-Scientific Issue

• Main Authors: Huai-Tzu Wang, 王槐子
• Other Authors: Ying-Tien Wu
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/84165490282957078805

碩士 === 國立臺中教育大學 === 科學應用與推廣學系科學教育碩士班 === 101 === The purpose of this study was to explore the effectiveness of using scaffolding worksheet in on-line inquiry activities on promoting 7th graders’ searching outcomes on a social-scientific issue and their informal reasoning on this issue. A quasi-experimental research design with nonequivalent pretest-posttest was used in this study. In this study, an introduction on online inquiry was introduced to both the two groups of students first, and then they were asked to search relevant information regarding nuclear power usage within 6 classes (about 300 minutes). The students in experimental group were provided with scaffolding worksheet, while those in control group were asked to search freely. An open-end questionnaire was used in pre-test and post-test to assess the students’ informal reasoning outcomes. The major findings of this study were: (1) the experimental group shows significant better performances in the correctness, rich and integration of three dimensions on their searching outcomes (p<0.05); (2) the experimental group shows significantly improvement in their supportive argument construction and the total amount of arguments (p<0.05). Several suggestions on the revision of the scaffolding worksheet, implementation of SSI-based learning activities, and directions for future research were discussed in this study.