A Study of Integrating Inquiry and Reading Instruction in Science Classroom : A Case of Moon Unit

• Main Authors: HUANG, SHU-HUI, 黃淑惠
• Other Authors: KAO, HUEY-LIEN
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/dh7k24

碩士 === 國立屏東大學 === 科普傳播學系數理教育碩士班 === 104 === In recent years inquiry learning have become mainstream in science education, while the effect that reading activities, initiated through inquiry, have on learning science has also gradually been attracting attention. Therefore the objective of this study is to investigate (1) the effect that integrating science reading with inquiry learning has on students’ scientific inquiry capabilities and reading comprehension, (2) the effect that the prior knowledge of language on the experimental group students’ inquiry capabilities and reading comprehension. (3) the effect that the prior knowledge of science on the experimental group students’ inquiry capabilities and reading comprehension.In the study, two inquiry activities were conducted on fourth grade elementary science course on the subject of the moon along with related science texts whereby science reading was integrated with inquiry learning. The subjects of the study include 46 elementary students in Pingtung County, and the research design uses a counterbalanced method. The research results are described as follows: (1) Students who received integrating inquiry and reading instruction exhibited significant better than those who received regular teaching in proposing assumption. (2) Students who received integrating inquiry and reading instruction were better than those who received regular teaching in analyzing textal structure and summary of reading comprehension. (3) The experimental group students with high prior knowledge of language were better than the students with low prior knowledge of language in summary of text, but two groups of students didn’t exhibit significant variation in proposing assumption and analyzing textal structure. (4) The experimental group students with high prior knowledge of science were better than the students with low prior knowledge of science in proposing assumption,analyzing textal structure and summary of reading comprehension.