Action Research for Carrying Out an Inquiry-based Science Game to Promote Science Learning Achievement for Elementary School Children

• Main Authors: Ching-yun Hsu, 徐慶雲
• Other Authors: Wen-Tung Hung
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/06996865254102194673

碩士 === 國立屏東教育大學 === 數理教育研究所 === 96 === Abstract This action research is based on an inquiry-based science game by 5 E-learning cycles to enhance the science learning achievement for elementary school children between 4th and 5th grade in scientific learning, such as scientific concepts, process skills and attitude,etc. The research progress is in two steps.First , gravity concept as topic; second, air concept to benefit students on scientific learning through planning, acting, observing, examining, and revising. An inquiry-based science game designed with the 5 E-learning wreath steps, which are engaging, exploring, explaining, elaborating, evaluating. It has designed into five stations that have single topic, from easiness to difficulty, and pass one after another...etc . The results for this action research are as follows: 1.It is necessary to pay attention to the manpower-supporting and site-arranging not to be interfered with during the carrying-out process.Time for the inquiry-based science game should be adjusted according to the difficulty. The game could be divided into one or two steps. The rule-following and honor-regarding are really the most important of all.It is very important not to let the game get out of control and lose the meaning of the game.The passing rate should not be so low that students will not get involved in the game. 2.An inquiry-based science game can really enhance students to promote their scientific knowledge, promote their science process skills , and also enhance them to have the right attitude toward science. 3.An inquiry-based science game can help researchers improve their curriculum design,learning view and teacher''s roleplay. It can also really keep up good interaction among researchers, teachers and game-participators, letting researchers observe teams joining forces each other, and have more confidence and composition to the future. From this research, some activities and more suggestions for the following research could be given. An inquiry-based science game can make use of flexible curriculum time .The activity should be specific to life experiences and develop students'' problem-solving ability.Enough time should be given as possible during the inquiry-based science game. After the inquiry-based activity, we should design an extension activity to for encourage students to further inquiries.