開放式生物探究活動對馬來西亞高二高、低參與度學生之科學探究能力與覺知的影響

The Influence of Implementing Open Inquiry Biology Project on the Science Inquiry Competency and Perception of the 11th Graders With High and Low Engagement in Malaysia

10.6173/CJSE.201903_27(1).0001

林玉蓮(Yoke Lin Lim)；段曉林(Hsiao-Lin Tuan)

探究能力 ； 科學探究能力檢核表 ； 探究實驗 ； 參與度 ； Inquiry Competency ； Scientific Inquiry Scoring Rubrics ； Inquiry Experiment ； Engagement

科學教育學刊

27卷1期（2019 / 03 / 01）

1 - 23

繁體中文

本研究主要探討開放式生物探究活動，對高二高、低參與度學生，科學探究能力與覺知的影響。研究採用質量合併方式，以高二理科3個班級（共137人）為研究對象，分高、低參與度，共30組，進行5個月的教學研究。透過科學探究能力檢核表（Oregon Department of Education [ODE], 2007）檢核書面計畫內容：I形成探究問題或假說；II探究的設計；III數據的收集與呈現；IV結果分析與詮釋。統計歸類各組報告的優缺點及問題，以探討探究能力精進的情況。並將檢核分數作描述性統計分析，以SPSS 20統計軟體作無母數分析，探討高、低參與度學生其探究能力的變化。此外於研究前與後收集學生探究能力與理解之覺知（Hsieh, Tuan, & Chin, 2010），並進行t檢定分析，以確認高、低參與度學生對探究的覺知差異。研究顯示：高、低參與度學生的探究能力在向度I～III有統計差異，向度IV則沒有差異。完成稿的檢核平均分數顯示向度I與II高於向度III與IV。低參與度學生的「探究的理解」；高參與度的「探究能力」覺知向度個別達顯著差異。活動前，低參與度與高參與度學生的「探究的理解」覺知向度達顯著差異。活動後，高、低參與度學生的「探究能力」與「探究的理解」均沒有顯著差異。

This study aimed to investigate the influence of implementing open inquiry biology project on the science inquiry competency and perception of the 11th graders with high and low engagement in Malaysia Chinese Independent School. Mixed qualitative and quantitative methodology were applied in the study, a total of 137 students (30 groups) from three science classes were classified into low and high participant. This study started in the beginning of academic year and lasted for five months. The scientific inquiry scoring guide (Oregon Department of Education [ODE], 2002): I. forming a question or hypothesis, II. designing an investigation, III. collecting and presenting data, IV. analyzing and interpreting results, was applied to assess inquiry proposal. The scores analyzed through descriptive statistics were then analyzed through nonparametric statistics by using SPSS20. The problems raised in the proposal were collected to study the improvement of inquiry competency. A questionnaire analyzed by t-test was conducted before and after the study to measure students' perceptions of Inquiry Competency (Hsieh, Tuan, & Chin, 2010). The results indicated that performance of high participant groups was better than low participant groups in facets I, II, III and the difference was significant. Final scores in I and II were higher than III and IV. The questionnaire result showed significant difference in students' perceptions of understanding of inquiry (SUI) of low participant groups, significant difference in students' inquiry competence (SIC) of high participant groups, whereas pre-test indicated significant difference between low and high participant groups in facet SUI but not significant difference in facets SIC, SUI of post-test.

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