An Action Research of the Metacognitive Themed-based Inquiry with TINS upon Sixth Graders

• Main Authors: Chigh-Feng Chiu, 邱志峰
• Other Authors: Min-Jin H. Lin
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/32242700412821479029

碩士 === 國立花蓮教育大學 === 科學教育研究所 === 94 === This study intends to apply the metacognitive themed-based inquiry teaching and Themed-Based Inquiry Network Studio （abbreviated as TINS）upon sixth graders and to discuss its effectiveness of promoting students’ abilities of metacognition and inquiry. This study is an action research. With its continuous feedback mechanism, researcher kept calibrating the teaching activities with the teaching goal. Research subjects are a class of sixth graders under researcher’s instruction. Qualitative data includes students’ working sheets, learning journals, researcher’s field note, reflective journal and transcript of student interview. Triangulation principle is applied to analyze collected data. The results of this study indicate that the metacognitive themed-based inquiry teaching and TINS are powerful to promote students’ metacognitive ability , key competence and inqusitive ablity. According to qualitative data, students’ metacognitive ability、key competence and inqusitive ability are all significantly promoted. Field-trip plays a key role of stimulating students’ motivation, and the web-based instruction environment（TINS）and metacognitive teaching strategies plays a role of cultivating students’ metacognitive ability.