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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/72259

    Title: 科學探究學習系統之開發與評估;Development and evaluation of the ” Scientific inquiry learning system”
    Authors: 林宛柔;Lin,Wan-Jou
    Contributors: 網路學習科技研究所
    Keywords: 探究;科學過程技能;科學態度;實驗探究;鷹架;Inquiry;Science process skill;Scientific attitudes;Inquiry-based experiments;Scaffold
    Date: 2016-07-26
    Issue Date: 2016-10-13 14:35:17 (UTC+8)
    Publisher: 國立中央大學
    Abstract: 科學展覽活動為全國各國中小學校,在科學教育領域的一項重要活動,此競賽
    學態度。在進行系統評估時,採取立意取樣,針對 52 名國小生進行問卷調查,並
    process skills)方面未達顯著差異,但在統整過程技能(integrated process skills)方
    討論提出教學實務、系統設計及未來研究之建議。;Science Fair is an important activity in the field of science education for primary
    and junior-high schools in Taiwan. Science Fair aims to raise students’ interest in science
    learning and their scientific inquiry abilities. However, most of students do not have the
    abilities to complete the science inquiry alone when they do not have experience of
    participating Science Fair. The purpose of this study is to guide the students doing the
    inquiry-based experiments before Science Fair, and to provide the system scaffolds
    helping students to learn Science Process Skill instructions, the ability used in Science
    Fair. Science Process Skill Instructions regards as the ability which you solve the science
    problem. In the Taiwan’s essentials of the 9-Year integrated curriculum, Science Process
    Skill instructions can be classified into 5 items: “observing”,” comparison and
    classification”, “organization and the associated”, ”induction , analysis and inference” and
    “ communicating”. Learners acquire these abilities by doing experience themselves and
    from the experiment to explore in the process of for the purpose of inquiry experiments.
    While assessing system, we use “purposive sampling.”. 52 elementary students are
    invited to use the system and evaluated the system with a quantitative survey. Their
    responses on the quantitative questionnaire of the system showed that they are satisfied
    and think this system is useful and user-friendly. They expressed high willingness to use
    the system continuously. Both Scientific Process Skills and Integration Process Skills
    improve significantly showed in the questionnaire, but there is no significant difference
    in Basic Process Skills. In additions, the average improvement score about Integration
    Process Skills of the experimental group is higher than the control group, which indicates
    that this system is useful in developing students’ Scientific Process Skills. In the
    conclusion of this study, this study point out some suggestions on teaching practices,
    improvement on the system design, and future research.
    Appears in Collections:[網路學習科技研究所 ] 博碩士論文

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