Abstract
The purpose of this study was to investigate the effect of nested-inquiry instruction on 8th graders’ motivation toward physical science. There were 295 8th graders participated in the study; 155 in the experimental group and 140 in the control group. The students in the experimental group from five classes were taught with three lesson units of nested-inquiry instruction for eight months. In the control group, teachers taught with nine year curriculum textbook to five classes of students. The instrument of Students’ Motivation Toward Science Learning (SMTSL) (Tuan, Chin & Shieh, 2005) were implemented to collect students’ motivation toward science learning in both groups before and after eight months experimental treatment. Results showed both nested-inquiry and textbook instruction would significantly (p < .05) increase students’ learning motivation. However, the nested-inquiry showed significantly higher scores (p < 0.01) than the textbook-based instruction, especially in the scales of self efficacy (SE), active learning strategy (ALS), science learning value (SLV), and learning environment stimulation (LES). Four scales, SE, SLV, ALS and AG, dominated students’ motivation toward science learning in the nested-inquiry instruction. Although both instructions influenced students’ learning motivation scales differently, the nested-inquiry instruction influenced ALS the most while textbooks instruction influenced SLV the most. Finally, this study validated that nested-inquiry instruction could enhance students’ positive learning motivation.
| Keywords: | inquiry instruction; inquiry learning; learning motivation |
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