Action Research on Using Science Inquiry Instructional Module to Elevate the Science Process Skills of the third and fourth grade Elementary School Students

• Main Author: 黃婉鈴
• Other Authors: 李文德
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/26508210757725227305

碩士 === 國立屏東師範學院 === 數理教育研究所 === 93 === Abstract The purposes of this research were to conduct planning and designing of science inquiry instructional module at teaching sites, to conduct actual teaching of and to reflect on such modules in response to the instruction of the researcher, to investigate the growth of teachers and students in the process, and to investigate the impacts of this module on the science process skills of pupils. The middle graders of the elementary school where the researcher taught were selected as the target population. Three units (the Moon, aquatic families, marvelous light) of the Nature and Life Technology domain were used to investigate the design of the instruction module. The tools used in this research were the First Stage and the Second Stage of Science Process Skills Evaluation Scale, and pre-test and post-test data were collected in this manner. This research employed classroom observation (video recording and sound recording), document analysis (learning slip), and reflection log, and adopted qualitative and quantitative analysis by using the survey obtained by Process Skills Evaluation Scale, in the hope of understanding the effectiveness of elevating the science process skills of middle elementary age pupils by using this science inquiry instructional module. It was found that: I. In designing the science inquiry instructional module, the researcher got into difficulties, including difficulty in differentiating, deciphering and interpreting the stages of the indexes to abilities; the evaluation of process skills and the establishment of evaluation standards; the time, tools and equipment were not enough. II. The instruction of science inquiry instructional module is feasible. In this research, instruction of three cycles was conducted on the flow of five stages respectively, and it was discovered that such flow can cultivate students’ process skills. However, in teaching with the module, teaching strategies must be examined and revised in response to the learning conditions of students. III. In the teaching process, both the teachers and students grew. 1. The teachers improved their professional abilities and became more effective in guiding the students to discover and cooperate. 2. The students improved their ability to discover and could learn how to solve problems in group discussions. IV. Qualitative and quantitative analysis indicated that the students had elevated their science process skills. The findings of this research also put forth suggestions to the researchers in the future and concerned agencies.