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A Study On The External Factors Affecting The Depth Of Students' Knowledge Construction In Inquiry-based And Experiment-oriented Physics Teaching Situation

Posted on:2003-11-23Degree:MasterType:Thesis
Country:ChinaCandidate:H Y ChenFull Text:PDF
GTID:2167360065464113Subject:Curriculum and pedagogy
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Recent years,with rapid development of our country' s basic educationalcurriculum reform,inquiry learning gets more and more attention and recognition. During the courses of students' inquiring the mysteries of physics,the internal factors (prior knowledge structures,intelligence,purposes,characters,interests and motivation,etc.) and the external factors(the intercourse and collaboration among .students,inquiry learning situation,sex ,parental educational levels,students' emotion,students' health conditions,even the weather,etc.) all have influences on the depth of the students' inquiry learning.The main purpose of this dissertation is to study the external factors which affect the depth of students' inquiry learning,especially the intercourse and collaboration among students,inquiry learning situation,sex,parental educational levels.Based on pedagogy,psychology,physics and physical pedagogy,this dissertation studied the activities of the Adolescents Science Club,which is held by Research Institute of Science Education in Guangxi Normal University. The research objects are the 32 participating students. The author observed the external factors that affect the students' inquiring activities carefully. The approach of this dissertation is based on the evaluative method about the students' inquiring and constructing concepts used in the book Teaching Elementary Science Through Investigation and Colloquium,written by Brenda Landsdown,etc,and a general questionnaire and personal questionnaires as well,through which the real thoughts and some direct suggestions can be used to analyze the relationships between the depth of inquiry learning and some external factors. The normal distribution was tested,the content validity was analyzed,and the method to guarantee the quality of the questionnaire was introduced. The reliability of the general questionnaire was tested by means of correlations. The author also studied the relationships among the depth of the inquiry learning and intercourse and collaboration,and the learning situation and analyzed the questionnaire of teacher-oriented and postgraduate-oriented,and used cases methods to analyze the relative factors in detail,no matter whether they were significant or not. The relationships between the depth of inquiry learning and sexes,the educational levels of the students' parents were also studied.The conclusion from this dissertation can be applied in the early stage of inquiry learning,because at this stage,students find that inquiry learning is a new method,and some students look puzzled,but most of students can devote themselves to it andthey have high interest. And the teachers and postgraduate students take part in the preparation or each activity with their wisdom and love. Though the teachers' experience on the inquiring instruction is immature,the dissertation believe,with the pass or time,the conclusions will change little by little to show the charming and vitalities of inquiry learning . This conclusion is helpful not only to understand the characteristics of the early stage of inquiry learning ,but also to know the external factors that affect the depth of students' inquiry learning,to improve the learning situation,and to enhance the degree of intercourse and collaboration among students.
Keywords/Search Tags:inquiry learning, physical experiment, situation, intercourse and collaboration, correlation
PDF Full Text Request
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