研究期間：10108~10207;In this study, the “Online Science Fair Inquiry System” (OSFIS) and “Teacher Science Fair Knowledge Sharing System” (TSFKSS) will be developed to scaffold elementary school teachers’ science fair instruction, learners’ doing science fair projects, and teachers’ professional development toward science fair instruction. And, the effects of the OSFIS and the TSFKSS on elementary school teachers’ science fair instruction, learners’ doing science fair projects, and teachers’ professional development toward science fair instruction will be examined in this study. There are four stages of the conduct of this study. In this study, several instruments will be developed to evaluate teachers’ conception of inquiry-based instruction, self-efficacy regarding and PCK towards science fair instruction, and student ability to do scientific inquiry as well as understanding of scientific inquiry. In each stage of this study, with several qualitative and quantitative research methods, this study will explore several important issues regarding elementary school teachers’ science fair instruction, learners’ doing science fair projects, and teachers’ professional development toward science fair instruction in the OSFIS- and TSFKSS-enhanced environments. The Social Network Analyses and behavioral pattern analyses will be also conducted to explore relevant issues in this study.
