The Impact of Inquiry-based Instruction on Problem-solving Ability and Attitudes toward Science of Second Graders

• Main Authors: Chia-Wen HSIEH, 謝嘉文
• Other Authors: kun-Yuan Yang
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/29980484390660734397

碩士 === 中原大學 === 教育研究所 === 99 === Abstract The purpose of this research was to explore the different orientations of problem-solving ability and attitudes toward science by applying Inquiry-Based Instruction for the second grade students. A nonequivalent experimental design of pretests and posttests was employed. Two classes from the same elementary school in Taoyuan county were selected as the subjects of this study. The control group of 30 pupils was using current materials under “Teachers' Guide Teaching” and the experimental group of 30 pupils was using current materials under “Inquiry-Based Instruction.” Research tools included “Problem-Solving Test Measurement Table” and “Attitude Toward Science Measurement Table”, and the data were analyzed by ANCOVA. After 18 classes of instruction, the major results of the research were described in detail as following: 1. Inquiry-Based Instruction could enhance second graders’ problem-solving ability. After applying Inquiry-Based Instruction, the result of ANCOVA indicated that the performances of the experimental were group on “Finding Causes”,“Finding Solutions” , “Avoiding Problems”and the full scale are significantly better than those of the control group. Inquiry-Based Instruction could enhance second graders’ problem-solving ability. 2. After applying Inquiry-Based Instruction , there was no special effect on the second graders’ attitudes toward science. After applying Inquiry-Based Instruction , the result of ANCOVA indicated that performances of the experiment group on“attitudes in learning the life subject subject”,“attitudes in attending scientific investigation activity”,“the attitudes toward scientist and science related career.”and the full scale were not significantly better than those of the control group. The experiment group on “ the attitudes toward science ”was significantly better than those of the control group. Inquiry-Based Instruction had no obvious effects on the second graders’ attitudes toward science. Finally, the researcher made a general conclusion according to the research results and offered certain suggestions for the future teaching and further researches.