| Summary: | 碩士 === 國立新竹教育大學 === 教育與學習科技學系課程與教學碩士在職專班 === 103 === Abstract
The purpose of this study was to examine the effectiveness of the inquiry-based instruction on the learning of nanoscience technology among middle school students in regards to their changes in the learning accomplishments and the learning attitudes.
The study was conducted primarily in a quasi-experimental design using the nonequivalent pre-post testing method and supplementing with the relevant qualitative data. Research participants included 330 students (166 males and 164 females) from three middle schools in Hsinchu City. All participants were randomly assigned into the control groups or the experimental groups. Four nanoscience technology courses were instructed by the same teachers for both groups. Inquiry-based instruction was implemented in the experimental group while the traditional instruction was given in the control group. Quantitative data for the pre-testing and post-testing scales of students’ learning accomplishments, and learning attitudes were collected to compare and analyze in paired-samples t-test technique and one-way ANCOVA (Analysis of Covariance) so that the researcher had a better understanding of the students’ learning changes. Qualitative coding and analysis was adopted for the interviews and the class observations to supplement the quantitative results of the research.
The analysis of the data revealed that there was significant effectiveness in both groups of students in learning nanoscience technology. However, students’ learning accomplishments in the experimental groups were obviously higher than those in the control groups. Learning attitudes in the experimental groups were also better than those in the control groups, except in one middle school. This specific school had certain situations so that the “Johnson-Neyman” procedures were used to analyze the data instead. The research results suggested that inquiry-based instruction can improve the effectiveness of students’ learning in nanoscience technology. For the skill levels of the inquiry-based teaching, most of the instructors in the experimental groups adopted confirmation inquiry and structured inquiry skills. This study also includes discussions and suggestions for the inquiry-based teaching implementation and the design of school curriculums.
|
|---|
