| Summary: | 碩士 === 國立東華大學 === 科學教育研究所 === 98 === This study is an action research to promote elementary school students’ meta-cognition and scientific inquiry capability of natural science. The researcher guided, encouraged, and reminded the fourth graders to use meta-cognitive strategies in scientific inquiry, and used the related materials to enhance their learning.
This research was designed to teach three main topics, and each main topic contained four minor units. The lesson plan was in accordance with the scientific inquiry openness from low level to high level. The methods used to collect, organize and triangulate the data were consist of in-class videotaping and recording, students’ learning materials, interviews, a network learning platform called TINS, the teacher’ reflective log, the observing teacher’ observation and feedback, the advisor’s and the peer teachers’ comments and suggestions.
The findings were listed as follows:
1. The meta-cognition approach was feasible in promoting students’ scientific inquiry capability. The students’ scientific inquiry capability was enhanced gradually by using meta-cognitive strategies constantly in different units.
2. The meta-cognitive strategies, scientific concepts, and experimental process skills are co-related. Meta-cognitive strategies could promote students’ scientific inquiry. The students’ basic scientific concepts and experimental process skills are also important in influencing their learning performance.
3. Using TINS as a scientific inquiry website helped students to learn scientific inquiry. The students collected and shared their data in TINS, and discussed with their classmates and the teacher.. The TINS website can increase the students’ learning interest and help their scientific inquiry learning.
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