Using Guided Inquiry to Improve The Learning Motivation of Grade 10 Students in Inorganic Chemistry: An Action Research Approach

• Main Authors: Soh, Ling-Wei, 蘇凌蔚
• Other Authors: 段曉林
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/9xr887

碩士 === 國立彰化師範大學 === 科學教育研究所 === 106 === The purpose of this study was to explore the influences of guided inquiry on grade 10 students’ learning motivation in organic chemistry. In addition, this study also explored the problems and solutions during the implementing inquiry as motivation teaching strategies to the students. Research method used in this research was action research. One 10th grade class was involved in the study. This study lasted for 3 months. Data collected in this study were students’ interviews, teacher’s reflection diaries and Students’ Motivation Towards Science Learning (SMTSL). Qualitative and quantitative data analysis approaches were used, included coding analysis, one-way ANOVA and LSD Method. Finding indicated that the difficulties faced during the action research process were: students were exposed to inquiry activities for the first time, some students had strong dependence, some students didn’t put too much effort into it, they could not grasp the discussion time and the lack of time. The strategies used to overcome the difficulties were: orally inform the correct observation techniques and simplified the experimental procedures, asked students to make preview before class and paid more attention to relevant students, supervised those loosen in study, changed the way of discussion and assessment tests, lastly had class on one weekend. Learning outcome indicated that guided inquiry did not significantly improve the learning motivation in inorganic chemistry due to the anxiety of examination. Suggestions for educators and future research implications were discussed in this paper.