期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2018
卷号：14
期号：1
页码：363-382
DOI：10.12973/ejmste/79838
出版社：Pamukkale Univ Dept Sci Education
摘要：The purpose of this study was to explore possible developmental changes of vocational
high school students’ scientific inquiry competence while they learned within the
“Mechatronics” inquiry-based curriculum and instruction. A case study approach was
employed in this study, while multiple resources of 77 11th graders’ learning were
collected and analyzed by using the editing analytic techniques. During the process of
this two-year study, there were 11 changes of students’ competence extracted from
the data collected. These changes were inducted into 6 categories of scientific inquiry
competences and then finally formed three themes, “basic competence, advanced
competence, and critical competence”. The result of this study was reported as a
developmental triad of students’ scientific inquiry competences. Based on discussions,
as teachers, we have to actively implement the real-life problem-solving teaching
practice to enhance students’ scientific inquiry competences. The findings of this study
also provided the insight that how teachers understood the scope and sequence in
designing inquiry-based curricula. Finally, the dialogue between the findings and the
literature reminded us that students’ scientific inquiry competences could not be
cultivated in a short time; instead, a long-term and context-driven curriculum design is
the cornerstone to develop their competences for future learning and life.
