Using Mediated Learning Experience Theory to Investigate the Mediation Role of the Teacher and the Effects of Inquiry Abilities of the Students in Junior High School Scientific Inquiry Activity

• Main Author: 何宗穎
• Other Authors: 周進洋
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/90549751641398355803

博士 === 國立高雄師範大學 === 科學教育研究所 === 101 === Scientific inquiry teaching is an important instructional method used in science education. The importance of this method is that it develops learners’ scientific competency and knowledge of how to use scientific inquiry . The teachers’ role in this development is to help learners develop their competence and knowledge of science by using of inquiry as it applies in their real-life situations. An analysis of literature has shown that activities which are used during science teaching and laboratory activities, such as activity intentions and mediated learning experiences, are viewed differently by teachers and students. It is this gap between teachers’ and students’ understanding regarding the use of scientific inquiry activities which is central to this study. The underlying theory of this study is the Mediated Learning Experience (MLE) theory. The MLE theory emphasizes the importance on teachers’ mediating use of activities during students’ use of inquiry. Teachers design specific stimulations to meet learners’ needs and give assistance to learners’ thinking processes during problem solving. Teachers also guide learners as they reflect on the meanings of their experiences during these activities and work on psychological tools which can solve students’ problems during inquiry activities by means of students’ MLE interaction. Therefore, this case study focuses on the intention underlying teachers use of learners’ interactions during MLE; adjustments made to dialogues between the teacher and learners during MLE, and the development of "variable control“ abilities for MLE experimental designs. This case study will assess learners’ task performance of variable control abilities and analyze the process of their development through teacher-student dialogues. This study will also investigate how learners built their variable control abilities and conclude by assessing the experimental designs of interactive dialogues of MLE. The teachers in this case study also made dynamic adjustments to the dialogues according to the objectives of inquiry activities. These adjustments involved the awareness of the language, concept, and skills to solve problems. The applications of dialogues in scientific inquiry teaching activities included dialogue intentions, assessment, and psychological tools in different stages. This study presents learners’ developing process of inquiry abilities in science inquiry teaching; interactions of MLE; and helps learners internalize psychological tools of scientific inquiry and develop scientific inquiry abilities. The use of MLE was found to produce good interaction and created the suitable situation for individual dialogues and habits. Those who follow the theory of planned behaviors(TPB) may help learners obtain perceive behavior control and actual behavior control. As a result, the gap between intentions and behaviors will hopefully be decreased.