Freshmen’s views of NOS and views of science inquiry at the beginning and the end of a biological inquiry web E-Learning

• Main Authors: SU YA YUN, 蘇雅雲
• Other Authors: 游淑媚
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/57372904375908332123

碩士 === 國立臺中教育大學 === 科學應用與推廣學系科學教育碩士班 === 96 === The purpose of this study was to investigate freshmen’s views of NOS and views of science inquiry at the beginning and the end of a biological inquiry web E-Learning. Subjects were forty-one university students, and they joined in open-ended inquiry activities after biology class throughout one year. Eleven of the forty-one students joined the inquiry activities designed by researcher. Students’ views of the nature of science and scientific inquiry were examined using pre- and post-administrations of the Views of Nature of Science (VNOS), Views of Science Inquiry (VOSI) Questionnaires (Lederman et al., 2005), and the questions in Scientific Epistemological Views (SEVs) that according to Tsai and Liu (2005). Mulitiple data sources included: students’ questionnaires, students’ inquiry progress and E-Learning data. Analysis of VNOS and VOSI, inter-rater consistency was .85, .88, and .85, .89. The results showed that: (1) Students who joined the inquiry activities designed by research showed VNOS toward informed continue at “tentative”, “empirical”, “observation and inference” and “creative and imaginative”. Students showed within naïve range at “subjective”. (2) Students who joined the inquiry activities showed VOSI toward informed continue at “the science method-observation and induction”, “views of experiments” and “data and evidence”. Students showed within naive range at “the science method- research ways”. (3) Student who had constructivist view changed his views by the experience of discussion and inquiry. Student who had epistemological view can connect the theories and inquiry experiments by giving inquiry designed. (4) Students who had empiricist-aligned view showed “inform” about “the theory-laden exploration” and “ the role of social negotiation”. Student who had constructivist view changed from “inform” to “transitional”. (5) Student holding constructivist epistemological view tended to learn through the experience of discussion and inquiry activities, whereas student having epistemological beliefs, tended to give inquiry designed to connect the theories and inquiry experiments.