| Summary: | 碩士 === 國立嘉義大學 === 數理教育研究所 === 104 === The purpose of this action research was to enhance sixth graders’ ability of scientific explanation through 5E inquiry instruction. The instruction has five phases, including engagement, exploration, explanation, elaboration and evaluation. Two units, “water solution” and “electromagnetic interaction” were selected. The subjects were 31 sixth-grade students. The data were gathered by scientific explanation questionnaire, scientific explanation work sheet, teaching journals, teaching documents and students’ feedback questionnaire. Through data analysis, teacher’s action and reflection were exposed and students’ ability of scientific explanation was investigated. It was found that the problems that the teacher encountered while she implementeding inquiry instruction were, including: (1)the teacher had insufficient time to implement inquiry instruction . (2) some students had lower motivation to engage in scientific inquiry, and (3)too more scientific conceptions were mentioned so that students’ had fewer opportunities to discuss and do inquiry.Furthermore, all students’ ability of scientific explanation was enhanced after implementing 5E inquiry instruction. They learned how to make an appropriate claim, use sufficient evidences to support their claim and give reasoning.
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