An Action Research of the Influence of Learning Motivation and Learning Achievement to Junior High School Students by Inquiry Instruction of Discourse

• Main Authors: Shu-Han Chang, 張淑涵
• Other Authors: Hsiao-Lin Tuan
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/13110275973861727543

碩士 === 國立彰化師範大學 === 科學教育研究所 === 96 === The main purpose of this research was to discuss the influence of learning motivation and learning achievement to junior high school students by inquiry instruction of discourse in the field of Nature and Science Technology. The subjects of this research were 34 seventh grade students and the duration was one and half years. Tools for data collection included video and sound recordings, learning lists, the Students’ Motivation towards Science Learning (SMTSL, Tuan, Chin & Shieh, 2005) questionnaires, opening questionnaires, formal and informal meetings, and teacher’s diary. The collected data were analyzed using both qualitative and quantitative methods. In this research, the most difficult tasks were found to be 1) the design of the activities of discourse and 2) the management of student discussions so that it is carried out more enthusiastically and in depth. The solutions are as follows: first, design activities that involve “open ended” questions and relate students’ problems with daily life, such as science issues in newspapers and magazines. Second, provide long term training to improve students’ basic abilities of listening, speaking, reading, and writing. The teacher may also lead the students by bringing out questions and evidences, while showing them cheering and support. After these were implemented, students would discuss the topics more aggressively and with more interest. In the research result of learning motivation, it was found that among 34 students, 28 have increased in motivation, 5 decreased, and 1 remain unchanged. The SMTSL questionnaire revealed that five items: self-efficacy, active learning strategy, scientific learning value, achivement goal, and learning environment stimulation- were decreased at first and then increased. For non-performance goal, the trend appeared to be increase-decrease-increase. The result showed that low-achieving students’ learning achievement improved most significantly after the long-term discourse, and were gradually moving toward mid- and mid-high achieving groups. High achieving students’s grades remained relatively steady.