本研究旨在檢視探究式資訊素養融入課程的教學是否能持續提升國小高年級學生的問題解決能力,以及性別是否是一個調節變項。研究對象為嘉義地區國小的一班五年級學生(28 位),他們從一年級起即持續接受資訊素養課程,一星期一節課,每學期並進行一個與當學期課程相關的探究任務。研究對象在五年級上學期接受前測,之後進行二學期的課程,在五年級下學期結束前接受中測;至六年級下學期課程完畢後再進行後測,共持續兩年。研究工具為「新編問題解決測驗」。研究結果發現學生的三次測驗成績有顯著差異,表示資訊素養課程能持續提升高年級學生的問題解決能力,並且男女學生表現類似,意即性別不是一個調節變項。
The purpose of this study was to investigate whether teaching inquiry-based integrated information literacy curriculum can continuously improve upper graders' problem-solving abilities, and whether it was gender related. The subjects were 28 fifth-grade students in the Chiayi area. They received the integrated information literacy instruction since grade one, and had an inquiry project concerning subject matters every semester. The instrument was administered three times during the experimental period of grade five and six. The results showed that inquiry-based integrated information literacy instruction can continuously improve upper grade students' problem solving abilities and gender is not a moderator factor.