The Case Study of the Influence of Cross-Age Peer Mentoring on Junior High School Students’ Ability of Scientific Inquiry

• Main Authors: Ngo,Phui-Hoon, 吳佩芬
• Other Authors: 李文瑜
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/jbv8z3

碩士 === 國立彰化師範大學 === 科學教育研究所 === 106 === II Abstract The main purpose of this study is to understand the impact of cross-age peer tutoring on junior high school students’ ability of scientific inquiry assessed by PISA test items. In addition, this study also explores the impact on tutees’ cognition (science knowledge), scientific inquiry skills and learning affection through teaching and learning interactions. During the five-month implementation of the cross-age peer mentoring, PISA 2006 questions have been used in pre- and post-test to evaluate 52 tutees and 46 tutors. Furthermore, through observation and interviews, two tutees were selected for case study and in-depth analysis of their growth of cognition, scientific inquiry skills, and learning affection. The results of the analysis revealed as follows: 1) The cross-age peer mentoring method can enhance both the tutors’ and tutees’ ability of scientific inquiry, including the two students selected for case study. 2) Tutees’ performance in scientific inquiry report writing was moderate under cross-age peer mentoring. 3) Positive effects were observed in the two selected cases in terms of cognition, inquiry skills and learning affection the interactive of teaching and learning. Based on the findings of this case study, cross-age peer mentoring can be gradually implemented in junior high schools and it could become a new learning method that helps both tutors and tutees to improve their scientific inquiry ability.