| Summary: | 碩士 === 國立彰化師範大學 === 科學教育研究所 === 94 === Abstract
This research aims to explore solutions to the problems of one case teacher encounter when implementing the open-ended inquiry teaching in the courses of science and technology Education for junior high students. It was also to find out the improvement on students’ conception of the magnetism and electric current, inquiry ability and classroom climate after open-ended inquiry teaching. This study is based on constructivism and 5E model.
There were 67 ninth grade students from two classes of the same junior high school in middle Taiwan participating the teaching experiment. The researcher used a class as a unit of being the experiment group who were trained by open-ended inquiry teaching and the other control group who were trained by structured inquiry teaching. The data collection methods were based on two-tier diagnostic assessment ,open paper-and-pencil questionnaires and “What Is Happening In this Classroom”questionnaires. The quantitative data was analyzed by T-test, one-factor ANCOVA. Besides, qualitative data including scientific writing, feedback papers, reflection logs and teaching records. After data analysis, the results of this research were as follows:
1. It is more helpful for teacher’s professional knowledge and skills to carry open-ended inquiry teaching than structured inquiry teaching.
2. High level thinking ability can obtained by the experiment group who were trained by open-ended structured inquiry teaching.
3. Open-ended inquiry teaching enables the experiment group to improve the classroom climate to reach the goal of constructive teaching.
4. The experiment group have more inquiry ability than the control group in problem solutions.
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