巢狀探究教學模式對國二學生理化學習動機影響之探討

Investigation of the Nested-inquiry Instruction Model on the 8(superscript th) Graders' Motivation toward Learning Physical Science

蔡執仲(Chih-Chung Tsai) ； 段曉林(Hsiao-Lin Tuan) ； 靳知勤(Chi-Chin Chin)

《科學教育學刊》 15卷2期 (2007/04) Pp. 119-144

https://doi.org/10.6173/CJSE.2007.1502.01

摘要

The purpose of this study was to investigate the effect of nested-inquiry instruction on 8(superscript th) graders' motivation toward physical science. There were 295 8(superscript th) graders participated in the study; 155 in the experimental group and 140 in the control group. The students in the experimental group from five classes were taught with three lesson units of nested-inquiry instruction for eight months. In the control group, teachers taught with nine year curriculum textbook to five classes of students. The instrument of Students' Motivation Toward Science Learning (SMTSL) (Tuan, Chin & Shieh, 2005) were implemented to collect students' motivation toward science learning in both groups before and after eight months experimental treatment. Results showed both nested-inquiry and textbook instruction would significantly (p＜.05) increase students' learning motivation. However, the nested-inquiry showed significantly higher scores (p＜0.01) than the textbook-based instruction, especially in the scales of self efficacy (SE), active learning strategy (ALS), science learning value (SLV), and learning environment stimulation (LES). Four scales, SE, SLV, ALS and AG, dominated students' motivation toward science learning in the nested-inquiry instruction. Although both instructions influenced students' learning motivation scales differently, the nested-inquiry instruction influenced ALS the most while textbooks instruction influenced SLV the most. Finally, this study validated that nested-inquiry instruction could enhance students' positive learning motivation.

關鍵字

探究教學 ； 探究學習 ； 學習動機

並列摘要

The purpose of this study was to investigate the effect of nested-inquiry instruction on 8(superscript th) graders' motivation toward physical science. There were 295 8(superscript th) graders participated in the study; 155 in the experimental group and 140 in the control group. The students in the experimental group from five classes were taught with three lesson units of nested-inquiry instruction for eight months. In the control group, teachers taught with nine year curriculum textbook to five classes of students. The instrument of Students' Motivation Toward Science Learning (SMTSL) (Tuan, Chin & Shieh, 2005) were implemented to collect students' motivation toward science learning in both groups before and after eight months experimental treatment. Results showed both nested-inquiry and textbook instruction would significantly (p＜.05) increase students' learning motivation. However, the nested-inquiry showed significantly higher scores (p＜0.01) than the textbook-based instruction, especially in the scales of self efficacy (SE), active learning strategy (ALS), science learning value (SLV), and learning environment stimulation (LES). Four scales, SE, SLV, ALS and AG, dominated students' motivation toward science learning in the nested-inquiry instruction. Although both instructions influenced students' learning motivation scales differently, the nested-inquiry instruction influenced ALS the most while textbooks instruction influenced SLV the most. Finally, this study validated that nested-inquiry instruction could enhance students' positive learning motivation.

並列關鍵字

Inquiry Instruction ； Inquiry Learning ； Learning Motivation

參考文獻

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蔡執仲、段曉林(2005)。探究式實驗教學對國二學生理化學習動機之影響。科學教育學刊。13(3)，289-315。

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