| Summary: | 博士 === 國立高雄師範大學 === 科學教育暨環境教育研究所 === 107 === In this research, the quasi-experimental design of non-equivalent control groups were used to do the pre-test and the post-test. The subjects are students in a prestigious school in southern Taiwan, 63 students in total. They come from two different classes. One class is categorized as “experimental group,” in which I apply 6-week of “Six-Level Theory on the Inquiry and Practice” methodology to my students. The other class, by contrast, is the “control group,” in which this methodology is not applied. I use the following exams as my research tool: “Science Inquiry Literary Test,” “Science Argumentation Test,” and the “National Inquiry and Practice Literary-Based Test 2018.”
Additionally, I videotaped the entire process of how the class was operated, and with the aid of qualitative analysis, I scrutinize how instructors and students interact in the laboratory. The findings are as follows:
After the methodology is applied, students show a significant improvement in “Science Inquiry Literary Test” and “National Inquiry and Practice Literary-Based Test, 2018.” By contrast, there is no noticeable change in their performance in “Science Argumentation Test.” The outcome points out one thing: students in the experimental group do improve themselves through a series of following trainings: In class, they are required to actively discuss and conduct experiments, think analytically on the data, organize and present their findings with peers systematically. As it turns out, students perform much better on the test. This curriculum, however, fails to equip students with a capacity to make a valid scientific argument, which is a necessity for students to develop in the future curriculum.
The final section are the research outcomes and on which, I put forward some viewpoints. It is my sincere hope that these points of view can be instrumental to instructors and researchers who come after.
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