| Summary: | 碩士 === 國立彰化師範大學 === 科學教育研究所 === 99 === The aim of this study was to investigate on how to develop and implement technology-supported 5E inquiry teaching in teaching junior high school electromagnetics, and to assess its effectiveness and perception on students’ learning. A technology-supported 5E inquiry teaching model is used as a framework to develop inquiry curriculum. The information integrates in three stages-- Engagement, Explanation and Elaboration. The inquiry course includes four topics, such as “Magnetic Effect of Electric Current,” “Motor and Speaker,” “The Reciprocation between Current and The Magnetic Field” and “Electromagnetic Induction”. An action research was adopted in this study. The teacher acts as a researcher. The study will be conducted twice a cycle. Data collection consists of qualitative data and quantitative data. The qualitative data includes team meetings records, researcher’s teaching journals, transcripts of video and audio tape-recording on classroom observations, students learning sheets, and transcripts of interviewing students. The qualitative data analysis includes coding and inductive analysis of data. The quantitative data collection includes pre- and post- achievement tests and WIHIC scale. The quantitative data analysis includes T-test analysis and descriptive statistics. Key findings of the study are as follows:
1. The development of the main difficulties encountered in the course are "Textbook of electromagnetic design could easily lead to student misconceptions.", "In the teaching activities should be designed to give more tips and guidance.", "Teachers of the 5E inquiry teaching are not familiar with the process.", "Teaching location is limited," and so on.
2. The major difficulties in the process of teaching are "Students are easily distracted in learning", " Considering the peer group factors when dividing students into groups," "Poor communication skills of students," " Teaching timing control is not easy.", " Students fear because of changes in teaching. "," Lack of prior knowledge will affect the study of the electromagnetic unit. "
According to these difficulties, this study proposes different teaching strategies to solve the difficulties encountered in this teaching.
3. In learning effectiveness, the teaching of the two cycles, covering a significant difference before and after the test results. This shows that learning through this mode, most of the students in the study of the electromagnetic unit can be up to the mastery stage.
4. In learning perception, the students all have held a positive view toward learning with technology-supported 5E inquiry teaching model.
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