The effect of inquiry-based activities on lower track students’ creativity and learning motivation in science

• Main Authors: Lee,Yu-Wen, 李育玟
• Other Authors: Tuan, Hsiao-Lin
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/a4tg38

碩士 === 國立彰化師範大學 === 科學教育研究所 === 105 === The purpose of this study was to analyze the effectiveness of inquiry activities on lower track students’ creativity and learning motivation in science. Researcher implemented eight inquiry-based scientific activities in one semester (26 hours) for 29 students. Lower track science students were chosen as the bottom 35 percent of their last semester science achievement score. Before and after the inquiry-based scientific activities, the students took the test of scientific creacitity (Hu & Adey, 2002) and the Motivation in Learning Science (MILS) Questionnaire (Wu, Tuan, Hsieh, & Chin, 2013), to examine the change on students’ scientific creavity and science learning motivation after inquiry-based lessons. In addition, researcher also collected lower track science students’ pre and post semi-structured interview, class video-taping and students’ worksheets in relation to their creavity and learning motivation in science. The results showed that inquiry-based scientific activities can enhance lower track students’ creavity and learning motivation in science. These indicated that inquiry avtivities provide students with design experiment, hands-on and group discussion opportunities. Inquiry activities can develop students’ learning interests and enjoyment, and could increase their creavity and motivation toward science learning.