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The Application of Inquiry-Based Learning Method to Project Work Course in the Department of Electrical Engineering at Vocational-Technical Senior High School
The purpose of this study was to apply inquiry-based learning and student’s learning attitude strategies to the project learning course in the department of the electrical engineering at vocational-technical senior high school. This study used the method of inquiry-based learning to conduct student’s learning attitude, and the method of inquiry-based learning used the equivalent-group pretest and posttest quasi-experimental design. The students were divided into experimental group (18 in group A) and control group (18 in group B) in one year experiment, and the two groups were pre- and post-tested in advance. The purpose was to realize the difference of the two groups after the inquiry-based teaching and didactic teaching through the statistics of questionnaire after the SPSS analysis. The statistics was also used to learn whether the two groups had significant improvement and homogeneity in learning attitude. In terms of qualitative research, the researcher studies the problems encountered by practitioners and to find solutions and strategies in teaching field of the researcher, and assists students to accomplish the project learning course. The conclusions are as follows: 1. The implementation of inquiry-based teaching in the project learning course and response strategies include: (1) Enhance the content and design of the APP work sheet to upgrade students' self-exploration ability. (2) Adjust team representing methods and increase opportunities for student discussion. (3) Emphasize the rules of using cellphones and maintain the learning order. 2. After experimental teaching, the learning attitude in the experimental group is significantly higher than that in the control groups.
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