Implementing Inquiry Teaching to Improve 7th Grade Students’ Science Learning

• Main Authors: Tzu-Miao Chen, 陳姿妙
• Other Authors: 王國華
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/94450671863594478262

碩士 === 國立彰化師範大學 === 科學教育研究所 === 94 === The aim of this study was to investigate on how to implement inquiry teaching in 7th 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 three topics, such as “Stimulus and Reaction,” ”The Nervous System and The Endocrine System,” and “Homeostasis”. An action research was adopted in this study. The teacher acts as a researcher. Thirty six students (19 male and 17female) were invited to participate in the study. Data collection consists of qualitative data and quantitative data. The qualitative data includes researcher’s teaching journals, transcripts of video and audio tape-recording on classroom observations, students learning sheets, and transcripts of interviewing with students. The qualitative data analysis includes coding and inductive analysis of data. The quantitative data collection includes pre- and post- achievement tests, questionnaires on inquiry learning, and questionnaires on attitude towards studying science. 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）unfamiliar with 5E inquiry teaching model（b）students’ inability to do inquiry （c）time constraint. Secondly, the students learning effects have improved in learning achievement, inquiry ability, and attitude. According to the above results, we suggest that to implement inquiry teaching in science class teachers must improve their inquiry teaching literacy, get supports and resources form outside, help students overcome problem with inquiry learning.