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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/14745

Title: An Exploratory Study of Students’ Inquiry Competence and Science Teachers’ Inquiry Teaching Performance
Authors: Hsieh, Ching-Hua;Tuan, Hsiao-Lin;Chin, Chi-Chin
Contributors: 科學教育研究所
Keywords: Inquiry Competence;Understanding of Inquiry;Inquiry Teaching Competence
Date: 2010-06
Issue Date: 2012-11-22T07:48:07Z
Abstract: The purpose of this study is to investigate students’ inquiry competence and
their perception of teachers’ inquiry teaching performance. Using purposive
sampling, we selected Group A (5 classes, 259 students) whose science
teachers had inquiry teaching experience, and Group B (five classes, 245
students)from the same schools as group A. All of them filled “Students’ Inquiry
Competence in Relation to Teacher’s Inquiry Teaching Questionnaire” which
consists: students’ inquiry competence(SIC), students’ understanding of
inquiry(SUI), teacher’s inquiry teaching competence(TITC) and the teacher’s
effect of developing students’ inquiry competence(TEDSIC)(Hsieh, Tuan, &
Chin, 2010). The entire alpha was 0.953. The results revealed that students
from group A scores significantly higher than group B in TITC, and TEDSIC
scales (p < 0.05). In the A group males scores significantly higher than females
in SIC scale(p < 0.05). There is no significant difference in each scale for
gender in B group, males or females between group A and group B. The
results support the construct validity of this questionnaire, that students can
perceive the difference between science teachers’ inquiry teaching
competence and how teachers’ teaching influence on their inquiry
competence.
Relation: 41th Conference ASERA (Australian Science Education Research Association)
Appears in Collections:[科學教育研究所] 會議論文

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