Explore the Impact of Developmental Science Inquiry and Practice Teaching Module on Learning Motivation and Performance of Eighth Grade Students -A Case Study of Temperature and Heat Units

• Main Authors: Kang,Zhi-Kai, 康智凱
• Other Authors: Lin, Jang-Long
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/vumuq8

碩士 === 國立彰化師範大學 === 物理學系 === 107 === This study was designed by a qualitative method to explore how the motivation and learning outcomes of eighth-grade students were influenced by the teaching modules of temperature and heat unit which researcher developed. A total of 28 students from a normal class of a junior high school located in a township in central Taiwan participated in the study. The research tools are students’ motivation toward science learning questionnaire (SMTSL) and pre- and post- achievement tests in temperature and heat. As for data collection, it includes pre- and post- achievement tests in temperature and heat, students’ worksheets, audio and videos of the lectures, tudent interview information, and teaching journals. Primarily performing qualitative analysis, supplemented by quantitative analysis of the descriptive statistics of SMTSL and paired sample t-test in pre- and post- tests, the results of the study are as follows: 1. Motivation: In terms of self-efficacy, teachers use a series of experiments on temperature and heat to enable students to improve their self-efficacy through successful experiments. In terms of active learning strategy, students can take the initiative to ask questions and communicate with other students and teachers to understand the concepts of temperature and heat; in terms of science learning value, the teachers use the problems of daily life to allow students to explan the phenomena of temperature and heat and apply them to daily life; In terms of performance goal and achievement goal, the implementation of temperature and heat experiments and positive feedback from teachers can enhance students' achievement goals. In terms of learning environment stimulation, through inquiry and practice combined with life situations, students can participate in science courses, and stimulate students' interests in temperature and heat. 2. Achievement: The teaching modules allow students to experience the combination of daily life and issues of temperature and heat, construct interpretation of life phenomena, perform inquiry experiments. Through the teaching modules enables students to understand the concept of temperature and heat. The results of the t-test before and after the achievement test, and the types of propositions and the total post-test are significantly higher than the pre-test.