| Summary: | 碩士 === 國立彰化師範大學 === 科學教育研究所 === 105 === The aim of this study was to investigate on how to design and implement inquiry teaching in 10th grade science class, and to assess its effectiveness on students’ learning. A 5E inquiry teaching model is used as a framework to develop inquiry curriculum. The inquiry course includes nanotechnology seven topics. An action research was adopted in this study. The teacher acts as a researcher. Eighteen students (14 male and 4 female) were invited to participate in the study.
Data collection consists of qualitative data and quantitative data. The qualitative data includes teacher team developing curriculum journals, transcripts of video and audio tape-recording on classroom observations, students learning sheets, and transcripts of interviewing with students and teachers. The qualitative data analysis includes coding and inductive analysis of data. The quantitative data collection includes pre- and post- achievement tests, and questionnaires on students' perceptions of teacher's pedagogical content knowledge,SPOTPCK. The quantitative data analysis includes t-test analysis and descriptive statistics.
The findings were that, firstly, the researcher met the following difficulties while implementing inquiry teaching：（a）Teachers lack knowledge of nano technology（b）Teachers lack PCK in inquiry teaching model and designing curriculum（c）Time constraint. Secondly,teachers’ PCK was improved in the study.Third, Students' learning achievement is significantly different
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