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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/14639

Title: 進行「巢狀探究教學模式」對國二學生學習環境感知之影響
Investigating the Effects of Nested-based Inquiry Instruction on the 8th Graders’Perceptions About Learning Environments in the Physical Science Class
Authors: 蔡執仲;段曉林;靳知勤
Contributors: 科學教育研究所
Keywords: 探究教學;探究學習;學習環境;巢狀探究教學
Inquiry instruction;Inquiry learning;Learning environment;Nested-based inquiry instruction
Date: 2009-09
Issue Date: 2012-11-22T07:45:15Z
Publisher: 屏東教育大學
Abstract: 本研究是探討在國二「自然與生活科技領域」課程中進行「巢狀探究教學」,學生在學習環境知覺上的改變。參與研究的學生共有360位,其中實驗組有5個班級(192人),以「巢狀探究教學模式」進行教學,對照組有5個班級(168人)依照現行教科書內容進行講述教學,共歷時3個月。問卷採用「科學教室學習環境量表(What Is Happening In this Class? ,WIHIC)」收集成果,在研究前後對實驗及對照兩組進行施測,分析其知覺上的差異。
The purpose of this study was to investigate the effect of Nested-based inquiry instruction on 8 th graders’perceptions about leaning environments in the physical science classes. There were 360 8 th graders participated in the study, in the experimental group included five classes (n=192) were taught with three units of nested-based inquiry instruction for three months. In the control group, teachers used the textbook to teach five classes of students (n=168). The” What Is Happening In this Class? (WIHIC)” questionnaire was implemented in both groups before and after three months to collect students’ perceptions about the learning environments.
Results showed, the nested-based inquiry instruction should significantly increase students’perceptions positively. Among five scales, “Cooperation”and “Investigation”scales related the Personal Growth dimension; “Teacher Support” and “Student Involvement” scales related the Relationship dimension and “Equity”scale related the System maintenance and Change dimension. At last, the results show the Personal Development Dimensions and the Relationship Dimensions that affected by inquiry-based instruction. In sum, nested based inquiry instruction can change the situations of teaching as well as constructivism emphasizes.
Relation: 屏東教育大學學報 : 理工類, 29: 79-112
Appears in Collections:[科學教育研究所] 期刊論文

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