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The purpose of this thesis was to design the applicable curriculum for scientific inquiry activity and to investigate the effectiveness of promoting students' interest about science, understanding of relevant conceptions, and process skills achievement by means of instruction. The one-group pretest-posttest design was combined case study in this research. The subjects were instructed to implement the inquiry curriculum, and the curriculum had been continued for one year. The collected data was analyzed by descriptive statistics and qualitative method. The results of this research were as followings: 90.8% of students were able to make a description of specific conceptions and skills; 94.3% of students were able to address relevant questions; 70.1% of students were able to apply knowledge they learned and shared each other. Besides, the afterward survey for students indicated that the subjects agree that the inquiry activities help them belong to the community. Finally, the researcher has refined this curriculum of suitability through teaching and reflection.
|Appears in Collections:||師大學報|
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