An action research of integrating an interactive whiteboard into 5E inquiry teaching on the effects of students’ inquiry competence.

• Main Authors: JUN-XIAN LUN, 劉俊賢
• Other Authors: Shr-Jung Jang
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/98836653437630809137

碩士 === 中原大學 === 教育研究所 === 100 === The study aims to investigate the integration of the interactive whiteboard（IWB）into 5E inquiry-based science teaching process, to demonstrate the difficulties encountered and possible solutions, and the effect on the development of inquiry competence of 7th graders. This research adopted action research method to implement in a regular class of 32 7th graders. The content of teaching was the 20 ecological courses at the second semester in the 7th grade. The qualitative analysis was adopted in treating the data collected from teacher reflection journals, students’ interviews, learning sheets and video-taping in classes. The collected data was analyzed through triangulation and categorized into diverse research issues. However, in the preparation stage, the researcher had encountered some problems: the place of study was restricted, irregular capabilities among students in using IWB, the inquiry–teaching is time consuming, the instructors are lacking of professional competence etc. In the first teaching circuit, there’re some problems as unfamiliar with IWB usage, students’ participation in discussion was lacking energy, students lacking of ability in researching references in library or on internet, the effect of discussion between groups was not good, the learning sheet was not working well and the inquiry-teaching was time-consuming. In the second teaching circuit, we encountered problems as followings: the leader of group with insufficient ability, students with lower ability were unwilling to participate in group discussions, the inquiry-teaching’s time management problem, using IWB in evaluation encountered difficult. In this study, we resolved the mentioned problems. The findings of the research are as followings: students’ diverse capabilities are improved, such as defining questions, making research designs, research implementation and verification, data collection and analysis, ability of dialectic communication and critical thinking. The results of this study could offer as a reference for future researchers and in-service teachers interested in integration of IWB in 5E inquiry-teaching.