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An Action Research of Integrating the 5-E Inquiry Teaching Model into an Elective Course in Mathematics
The 5-E Inquiry Teaching Model
The present study, adopting an action research, is aimed at exploring the possibility of integrating 5-E inquiry teaching model into a mathematical elective course and investigating its effects on the learning efficiency of the students who have been taught in traditional teaching method. The researcher records his reflection on the teaching process and professional growth during the course and hopes to provides some food for thoughts for educators who choose to use the same teaching method in either regular or elective courses. The participants were twenty grade-one students in the senior high school where the researcher teaches in, and these students took this elective course in this semester. The math lessons in grade one, and the test questions from the college entrance examinations in recent years were used as the main teaching materials in this course. Also, the researcher selected and compiled the test questions in each unit for all topics, and used the textbooks as the reference book to be the main scaffold while teaching. This course was divided into two action periods for the entire duration of thirteen weeks, and in every cycle the 5-E inquiry teaching model was utilized in each unit. The researcher intended to delve into students’ learning efficiency in terms of two major domains the cognition and the affection, with the former concerning students’ progress in academic performance and the latter regarding students’ changes in learning motivation and learning interests. As for the qualitative research, he reflected on the teaching processes, collected students’ weekly feedback, and conducted the interviews with the participants. Furthermore, the researcher analyzed the data by using the “mathematical learning attitude scale’’ from the scholar “Hsing-Hsiu Lin’’ to discuss the efficiency of 5-E inquiry teaching model. The results are summarized as follows: 1.The 5-E inquiry teaching model is helpful in implementing and devising the elective courses in senior high schools. 2.The 5-E inquiry teaching model is conducive for students to explore and improve their learning problems. 3.The 5-E inquiry teaching model is beneficial in increasing students’ learning efficiency. According to the results above, the researcher offered some relevant suggestions about incorporating the 5-E inquiry teaching model into the curriculum design in future related elective courses.
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