運用WebQuest模式進行自然與生活科技學習領域探究教學活動之行動研究~以國二理化教學為例

• Main Authors: Wen-Yi Huang, 黃文儀
• Other Authors: Kuo-Hua Wang
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/30221756731562435414

碩士 === 國立彰化師範大學 === 科學教育研究所 === 97 === The purpose of research mainly not only investigates the possibility of integrating on-line resources and the WebQuest strategy with the scientific inquiry instruction, but also assess effectiveness of the model on junior high school students’ learning. An action research was used in the study. One researcher taught science class which consists of forty 8th grade students is invited to this study. An instructional model of integrating the WebQuest strategy with inquiry teaching is applied in lesson plan and teaching for the units of “Wave Motion and Voice” and “Properties of Acids, Bases, and Salts.” Both quantitative and qualitative data collection methods were used. The quantitative data include self-edited pre and post achievement tests, the Questionnaires of Students’ Inquiry Abilities, and the Attitudes toward Computer-Assisted Learning & Environment Scale. The qualitative data include teachers’ journals, students’ work sheets, and their reports. Besides, interview records and other related documents were used to analyze the students’ opinions on the model. Here are the results of the research. First, a significant difference exists between student pre and post achievement tests after the instruction. In the unit of “Wave Motion and Voice,” 90% students were improved; in the unit of “Properties of Acids, Bases, and Salts,” 85% students were improved. Second, student inquiry ability shows significant improvement after the instruction, particularly in scales of “finding a problem,” “collecting materials,” and “keeping observation records.” Third, about student perception of the learning environment, there is a significant positive effect on student learning habits of using computers but not exist on the scales of “computer anxieties” and “learning motivations.” However, the students response positively on the instruction model, including benefits of cooprative learning and improve their abilities of self-introspection, thinking, and solving problems.