國小高年級學童參與探究導向科普活動後對科學探究能力與學習興趣感受之調查研究

A Survey Study on Upper Elementary Students’Perceptions of Scientific Inquiry Ability and Learning Interest After Participating in Inquiry- Based Science Popularization Activities

本研究旨在探討國小高年級學童參與科普實驗活動後，其科學探究能力與學習興趣之表現情形。研究採用探究導向教學（Inquiry-Based Learning, IBL）原則設計兩項科普活動，分別對應「聲音」與「光的折射」等自然主題，透過引導學生歷經完整的探究活動，包括問題界定、設計規劃、實作驗證、解釋分析與溝通辯證等歷程。研究對象為臺東市某國小五年級學生，共計46名，活動結束後以「科學探究能力學生自我評量表」與「科普活動科學興趣量表」進行施測。研究結果顯示，學生對科普活動表現出高度學習興趣，平均得分達4.56，尤以動手實作與遊戲化學習項目最受學生喜愛，顯示活動具高度參與動機與學習誘因。而探究能力整體自評亦達良好水準（平均得分4.03），其中資料蒐集與實驗操作等具體實作能力項目得分較高，惟在假設建立、現象預測與即時回應等抽象推理與語言表達構面之表現相對較弱。研究發現學生於「界定問題」構面表現偏低，顯示其在問題意識與主動提問上仍待培養。研究亦發現性別變項達顯著水準，男生在科普活動的興趣、界定問題、設計規劃等構面的科學興趣皆高於女生。整體而言，科普活動有助於提升學生的學習熱忱與探究參與，實作與互動教學策略亦能有效促進學生對科學概念之理解與興趣。建議後續科普活動可結合學校自然課程，強化問題建構訓練、歷程性反思引導與跨領域整合任務，並結合前後測與質性觀察資料，作為教學調整與學習成效追蹤之依據。本研究所採用之評量工具亦展現高度信度與適切性，具備應用於其他學校與科普活動評估之潛力。

This study explores the scientific inquiry abilities and learning interests of upper elementary school students who participated in science popularization (Sci-Pop) experimental activities. The research followed the principles of Inquiry-Based Learning (IBL) to design two hands-on science activities centered around the natural science themes of ''sound'' and ''light refraction.'' These activities guided students through a complete inquiry process, including problem identification, experimental design, implementation, data interpretation, and communication. The participants were 46 fifth-grade students from an elementary school in Taitung City, Taiwan. After completing the activities, the students responded to two assessment instruments: the ''Self-Assessment of Scientific Inquiry Abilities'' and the ''Science Interest Scale for Elementary Science Activities.'' The results indicated that students displayed a high level of interest in the Sci-Pop activities, achieving an average score of 4.56 on a five-point Likert scale. Hands-on practice and game-based learning were particularly favored, demonstrating strong learning motivation and engagement. Regarding their self-assessment of inquiry abilities, students rated themselves at a ''good'' level, with an average score of 4.03. They showed higher scores in practical skills such as data collection and equipment usage. However, lower scores were noted in areas involving abstract thinking and communication, including hypothesis formulation, prediction, and verbal responses. Additionally, students performed relatively poorly in the ''problem identification'' category, indicating a need for further development in question-asking and critical thinking skills. The study found a significant gender difference, with boys scoring higher than girls in scientific interest across several areas, including interest in science popularization, problem identification, and experimental design. The Sci-Pop activities effectively enhanced students' enthusiasm and participation in science learning. Practical and interactive teaching strategies significantly contributed to their understanding of scientific concepts. It recommends that future science popularization activities be integrated with the school's science curriculum to strengthen training in problem formulation, guide students in process-oriented reflection, and incorporate interdisciplinary integration tasks. Pre- and post-assessments and qualitative observational data should be used as a basis for instructional adjustments and tracking of learning outcomes. The assessment tool adopted in this study also demonstrated high reliability and appropriateness, indicating potential for broader application in evaluating science popularization activities at other schools.