| Summary: | 碩士 === 中原大學 === 教育研究所 === 103 === The purpose of this study was to explore the impact of Inquiry-Based Teaching on conceptual change and learning interest of fourth-grade students. Furthermore, we offered our viewpoints and make proposals as references for the researchers who intended to conduct Inquiry-Based teaching and learning. Two fourh-grade classes of the elementary school in Tau-yang city were selected to be the research sample who were divided into the experimental group students（n=30）and the control group students (n=30). Inquiry-Based Teaching was used to be an instruction model for the experimental group while the control group received general didactic teaching. In this study, we had a period of four weeks, a total of eleven classes. " Two-Tier Diagnostic Instrument about Moon " and " Science Learning Interest Scale" were used to conduct a quantitative analysis; meanwhile, we also applied semi-structured interview and teachers' notes to carry out a qualitative analysis.
The experimental findings were stated in the following:
1. Accepting the Inquiry-Based Teaching and general didactic teaching students' conceptual change results in the moon has significant difference. The average scores in " Two-Tier Diagnostic Instrument about Moon " post-test scores of the experimental group and the control group showed significant difference. Therefore, the results of Inquiry-Based Learning for students' conceptual change in the moon have positive effect.
2. Accepting the Inquiry-Based Teaching and general didactic teaching students' science learning interest had significant difference. The average scores in " Science Learning Interest Scale" showed significant difference between post-test scores of the experimental group and the control group. Therefore, Inquiry-Based Teaching could increase students' learning interest in science.
3. After the implementation of the Inquiry-Based Teaching process, there were two view points of the experimental group students in the following:
(1) Through a group discussion and learning, the classmates with scaffolding mutual cooperation to obtain more complete knowledge and enhance their emotion.
(2) There were many opportunities for hands-on experiments in the processes of the Inquiry-Based Teaching. Most students thought that it could increase their memory and improve individual accomplishment. Therefore, it could enhance the personal interest and improve their achievement in learning.
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