| Summary: | 博士 === 國立高雄師範大學 === 科學教育研究所 === 95 === The Development and Application of
V-map Guiding Model for Scientific Inquiry
Abstract
This study aimed at developing a guiding model applied to science inquiry. It involved inquiry and instruction method. Inquiry method adopted mainly Popper’s evolutionary epistemology, and then was sophisticated and refined into the SEE theory. Instruction method adopted cognitive apprenticeship. Following the development of the guiding model called V-map, application tests were conducted. The participants were elementary school 5th grade students. Their learning effects were assessed and focused on four dimensions. Those are: “interest in scientific inquiry”, “active learning”, “scientific process skills” and “views on nature of science (NOS)”. The research method adopted “multi-case” qualitative research.
In the first stage, the guiding model was applied to guide inquiry for science fairs. The research outcome revealed that students can maintain high interest (average score 4.14) and good active learning performance (average score 3.8). The best effect was on “experiment” of the scientific process skills. The learning effects on NOS revealed obvious progress in “falsifiability of science knowledge”. Because the principles of sugar solution experiment are easier to understand, it contributes to the learning of NOS.
In the second stage, the guiding model was applied to guide science inquiry for general students. The research outcome revealed the best effect on interest in scientific inquiry (average score 4.59) and the worst effect on active learning performance (average score 3.01). This is due to lower track students who can not proceed with high-level thinking. Because their interests can not last, three students dropped out gradually. However, the case student B1 revealed very smart learning ability in the scientific process skills. In NOS learning, the learning effect revealed some progress in “falsifiability of science knowledge” for all three students. This result may be due to the provision of necessary “scaffolding” auxiliary in the “theory constructing” stage of SEE. In the third stage, the guiding model was applied to guide science inquiry for gifted students. The research outcome revealed that students’ interest in scientific inquiry (average score 4.08) and active learning performance (average score 4.08) were very good.
After the application tests, the researcher interviewed 22 teachers and integrated application test outcomes with teachers’ practical experiences to refine the V-map model and develop guiding strategies to provide references for guiding scientific inquiry.
Keyword：V-map, cognitive apprenticeship, sophisticated evolutionary epistemology.
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