探究式化學單元教學活動設計與評估：以「水溶液的性質」為例

A Study of Inquiry-Based Instructional Design and Assessment in the Chemistry Course: An Example of the Properties of Aqueous Solution

本研究旨在設計探究式化學單元教學活動與科學探究能力評量表。本研究依據五E 學習環教學模式設計以「水溶液的性質」為主題之探究式教學活動，於屏東縣某國小五年級一班學生(n=35)進行試教評估與修正。並根據修正後的教學活動方案選擇同一學校五年級另一個班級學生(n=31)進行正式實驗教學，期能藉由探究式教學活動歷程促進學生的科學探究能力。本研究採單組前、後測實驗設計方式，以自編之「科學探究能力學生自我評量表」，比較學生在實驗教學處理前後，科學探究能力之表現，結果發現學生在「水溶液的性質」主題探究式教學活動後，科學探究能力有顯著之進步。本研究據此對科學教育之教學與研究提出一些建議。

In this study, we developed an inquiry-based instructional unit and assessment tool for the chemistry course at elementary level. A quasi-experimental design was used to study 31 fifth graders. The instructional unit was “The Properties of Aqueous Solution.” “Inventory of Scientific Inquiry” was used as the assessment tool in pre-and post-tests. Our major finding is that inquiry-based instruction can increase students’ capability of scientific inquiry due to the significant differences between pre-test and post-test scores in scientific inquiry. Based on our findings, we propose that inquiry-based instruction of “The Properties of Aqueous Solution” can be used in elementary school science instruction. We also provide some suggestions for science curriculum design and future science education research.