Effect of Integrating Scientific Simulation with Inquiry Process upon Science Conception Learning and Approaches to Learning Science in Buoyancy

• Main Authors: Li-wen Tseng, 曾莉雯
• Other Authors: 劉晨鐘
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/q52mj4

碩士 === 國立中央大學 === 網路學習科技研究所 === 106 === Taking buoyancy for an example, with the help of scaffolding provided by teachers and CoSci system in this study, the researcher guides students to establish a buoyancy model by integrating scientific simulation into the process of inquiry, and explores the impact of integrating scientific simulation into the inquiry process on students' learning outcomes. In this study, the quasi-experimental research method was used to investigate two classes of eighth-grade students. In the experimental group, scientific simulation was integrated into the inquiry process. Oppositely, in the control group, conventional teaching was adopted as the different teaching method. Before and after the study, data were collected by questionnaires and analyzed by ANCOVA. Besides, the researcher investigated the effects of scientific learning concepts and methods before and after activities by applying collaborative expert interviews and after-class student feedback. Then, the study attemped to analyze the differences of students' learning outcomes with nonparametric statistical analysis. The main findings of this study were as following: 1. In terms of learning buoyancy, there is no significant difference between two groups that using scientific simulation and conventional teaching. 2. As for learning conceptions of science, the experimental group had a worse perception of memory, calculation and practice, but showed a better visual perception for observing things in new ways than the control group. 3. In the part of approaches to learning science, scientific simulation can promote the performance of deep motivation and deep strategy in the experimental group; furthermore, the performance of the surface motivation is also comparatively better than that in the control group. It shows that students in the experimental group are still influenced by external motivation.