教師著作
Permanent URI for this collectionhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/37077
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Item The effects of an inquiry-based instructional method on Earth science students' achievement.(1998-04-22) Chang, C. Y.; Mao, S. L.This study examined the effects of an inquiry-based instructional method on secondary school students' earth science achievement. Students chosen to participate in this study included 232 earth science students enrolled in six earth science classes. A quasi-experimental non-equivalent control group design was employed in finding any significant gains in student achievement. The experimental group (n=116) received two weeks of the inquiry-based instruction while the control group (n=116) received the traditional lecture-type instruction. Selected items from Taiwan Indicators of Educational Progress in Science Process Skills and Taiwan Entrance Examinations for Senior High School were used to measure students' achievement. The data were analyzed employing an analysis of covariance (ANCOVA) on posttest scores with pretest as the covariate. The results indicated that students taught using the inquiry-based instructional method did significantly score higher than those who were taught by the traditional teaching approach (F=6.75, p<0.05). In addition, there was also a significant improvement in the achievement test especially at the comprehensive (F =3.94, p<0.05) and integrated level test items (F=6.47, p<0.05).Item Correlation between students' problem-solving ability and science-process skills in Earth science(1999-03-31) Chang, C. Y.; Weng, Y H.; Mao, S. L.Item The effects on students' cognitive achievement when using the cooperative learning method in earth science classrooms(Wiley, 1999-11-01) Chang, C. Y.; Mao, S. L.This study investigated the effects of cooperative learning instruction versus traditional teaching methods on students' earth science achievement in secondary schools. A total of 770 ninth-grade students enrolled in 20 sections of a required earth science course participated in this nonequivalent control group quasi-experiment. The control groups (n= 10) received a traditional approach, while the experimental groups (n= 10) used cooperative strategies. Study results include (a) no significant differences were found between the experimental groups and the control groups when overall achievement (F= 0.13, p > .05), knowledge-level (F= 0.12, p > .05), and comprehension-level (F= 0.34, p > .05) test items were considered; and (b) students who worked cooperatively performed significantly better than students who worked alone on the application-level test items (F= 4.63, p < .05). These findings suggest that cooperative-learning strategies favor students' earth science performance at higher but not lower levels of cognitive domains in the secondary schools.Item Inquiry teaching and its effects on secondary-school students' learning of earth science concepts(The National Association of Geoscience Teachers (NAGT), 1998-01-01) Mao, S. L.; Chang, C. Y.; Barufaldi, J. P.Item Comparison of Taiwan science students' outcomes with inquiry-group versus traditional instruction(Taylor & Francis (Routledge), 1999-01-01) Chang, C. Y.; Mao, S. L.The authors examined the comparative efficiency of inquiry-group instruction and traditional teaching methods on junior high school students' achievement and attitudes toward earth science in Taiwan. A nonequivalent control group quasi-experimental design involving 16 intact classes was used. Treatment group students (n = 319) received an inquiry-group instruction; control group students (n = 293) received a traditional approach. Data collection instruments included the Earth Science Achievement Test and the Attitudes Toward Earth Science Inventory (S. L. Mao & C. Y. Chang, 1997). A multivariate analysis of covariance suggested that (a) students in the experimental group had significantly higher achievement scores than did students in the control group and that (b) there were statistically significant differences in favor of the inquiry-group instruction on student attitudes toward the subject matter.Item Impacts of an inquiry teaching method on earth science students' learning outcomes and attitudes at the secondary school level(行政院國家科學委員會, 1998-01-01) Mao, S. L.; Chang, C. Y.This paper summarizes two companion studies that were designed to investigate the impacts of an inquiry teaching method on Earth science students' achievement and attitudes towards Earth science in secondary schools. Subjects were 557 students (9th grade) enrolled in 14 Earth science classes. Two Earth science units, including topics of astronomy and meteorology, were developed and taught using the inquiry-oriented instructional model. The experiment group (n=284) received inquiry-oriented instruction while the control group (n=237) received a more traditional approach over an eight-week period. The dependent variables were measured through the use of: (1) the Earth Science Achievement Test to assess Earth science students' achievement; and (2) the Attitudes toward Earth Science Inventory to measure students' attitudes toward Earth science. Quantitative data were collected on students' pre- and post-treatment achievement and attitudes toward Earth science measures. Analysis of covariance revealed that: (1) the inquiry-oriented instructional method produced significantly greater achievement among ninth grade Earth science students than the conventional teaching approach on both astronomy content (F=9.45, p<0.01) and meteorology content (F=8.41, p<0.01); and (2) students in the experimental group developed significantly more positive attitudes toward Earth science than did those in the control group (F=9.07, p<0.01). In light of these two studies, it is therefore suggested that students can learn Earth science through the inquiry approach. In addition, these findings support the notion that effective instruction of Earth science, such as inquiry-oriented instruction, should be proposed and implemented in secondary schools. The author's abstract in Chinese is included at the end of the document. (Contains 34 references.) (Author/CCM)