Exploring the relationship between inquiry learning approach, personality traits, and learning outcomes in bio-energy class
學年 104
學期 2
發表日期 2016-06-27
作品名稱 Exploring the relationship between inquiry learning approach, personality traits, and learning outcomes in bio-energy class
作品名稱（其他語言）
著者 Chang, Yueh-Hsia
作品所屬單位
出版者
會議名稱 Australasian Science Education Research Association (ASERA) Annual Conference
會議地點 Canberra, Australia
摘要 Reform efforts for science education urge inquiry as a central strategy of science instruction. This study investigated high school students’ perceptions about an inquiry-based class and examined to which level the students took lead in generating questions, collecting data, and interpreting results in science inquiry. Factors that may have influenced the students’ attitude toward inquiry-based instruction and learning outcomes were also examined. 34 11th grade high school students in a microbial fuel cells (MFCs) course participated in this study. Data was collected through Student Conceptions on Inquiry Science Learning (SCISL), Student Science Learning Achievement (SSLA), and Attitude toward Inquiry-based Learning (AIL) questionnaires. The results indicated that after taking the course, students’ learning outcomes including affective and cognitive performance in MFCs course improved significantly. The study results also revealed that the high school students and the teacher perceived the class environment differently on whether the science class is constructed as being student-initiated or teacher-guided inquiry. In addition, factors such as students’ demographic characteristics, confidence in inquiry learning, prior knowledge, and personality traits were explored. The study results can provide important implications in the understanding of students’ learning behaviours for inquiry learning.
關鍵字
語言 en
收錄於
會議性質 國際
校內研討會地點 無
研討會時間 20160627~20160701
通訊作者
國別 AUS
公開徵稿
出版型式
出處 conference handbook
相關連結

機構典藏連結 ( http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/107637 )