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An Investigation of the Three Junior High School Students' Performance in Participating the Inquiry Oriented Chemistry Projects Activities-Three Case Studies
|Issue Date: ||2012-11-22T07:42:34Z
The Purpose of this study is to find out the students' favorite learning styles, then to analyze the students' characteristics showed in the studying abilities and crux of the problem, finally, to induce the students' inquiry types during their participation of half year incuiry oriented chemistry projects. This study uses qualitative methods to proceed case analyses and comparisions. The investigation period starting from sample selecting to finish case studies took two and halfyears. The whole study process was divided into five stages, starting from training students to do investigative activities to carry out four independent chemistry pro iects. Instruments used were tape recorders, cameras, fieidnotos and paper-pencil tests. Data consist of formal and informal interviews, observations, and collecting students' iabreports. The analytical methods were analytic induction, constant comparision and typologies analysis. Findings of this study indicated that three kinds of characteristics influence the students' performance in participating the inquiry oriented chemistry projects .These are: 1.In the aspect of the student's learning sytle: The personality and mental characteristic of the three individual cases may influence their mental actions such as consciousness, memory, thinking etc. It showed very stable and different features on their learning process and strategy, including learning strategy 1.ability levels ,cognitive styles, learning domains, apprehension levels and personalities. According to their learning style it can be divided as follows: Holistic comprehension; Serialistic operation, and Versatile and integration type. 2.In the aspect of the student's ability of inquiry The research found that the three students had different characteristic and cruxes of their problem in their inquiry ability (science process skills scientific inquiry induction process, knowledge of chemistry, basic technical ability in the chemical experiment and laboratory safety). Some of above abilities were difficult to cultivate. However, some of students can learn quicker than other in applying learned chemistry knowledge into practice. 3.In the aspect of the student's inquiry style' The students who have different learning styles and inquiry ability will have different performance in finding the probiems, hypothesis experimental processes, inquiring result, and in performancing on scientific inquiring process. The three students can be categorized as low level problem solver, high level problem identifier, high level problem solver. These inquiry styles can only be identified in the independent chemistry project activities (the highest level of experimental activities). Suggestions of the implications of this stud are also included.
|Relation: ||科學教育, 4: 53-82|
|Appears in Collections:||[科學教育研究所] 期刊論文|
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