| Summary: | 碩士 === 國立高雄師範大學 === 科學教育研究所 === 92 === The research adopted quasi-experimental method. The major of this research was to investigate the difference of student inquiry ability and learning outcome between inquiry-constructivism teaching and inquiry teaching strategy with menu. To explore the interactions process between the teacher’s teaching and students’ learning.
Two classes of 6th grader participated in the study. The instructional material was “Tools of Living”. One was an experiment group, and the other was a control group. In this study, both quantitative and qualitative approaches were adopted. With results obtained from literature review, analysis of data in the forms of questionnaire, audio and visual tape-recording, the findings of this study were summarized as follows:
(1) The experimental group indicated a significantly higher score on inquiry abilities questionnaire than the score of the control group (p<.05) . No significant effect was found on nature of science inquiry between the experimental group and control group (p>.05).
(2) No significant effect was found on students’learning outcome between the experimental group and control group (p>.05).
(3) No significant effect was found on the experimental group with inquiry- constructivism teaching strategy in students’ perception of teacher’s teaching (p>.05).
(4) Quantitative data showed that the experimental group students’ study interests in science and the willingness of learning relative cognition were obviously improved through the inquiry- constructivism teaching strategy.
Based on the findings, some suggestions for future research and science teaching practice were proposed.
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