Abstract
The aim of this study was to investigate the effectiveness of implementing guided inquiry teaching on elementary school students’ science learning through a collaborative action research. The participants were one case teacher and his thirty-one 5th grade students. The researcher and the case teacher worked together on instructional design, as well as data collection and data interpretation. The lesson units encompass three topics, such as “Plants,” “The different types of water,” and “The characteristics of solution.” The field note of classroom observation and the word transcriptions of classroom video and audio tape-recordings, and interviews were validated through triangulation method with multi-data-resource. The quantitative data from the pre- and post-achievement tests, and self-developed instruments, such as Student Inquiry Ability Checklist (SIAC), and Student Inquiry Ability Self-assessment Scale (SIASS) were analyzed with t-test and descriptive statistics. The results show that students’ achievement, inquiry abilities, and affective components are all significant improved after implementing guided inquiry instruction. Suggestions are also provided in this paper.
| Keywords: | collaborative action research; inquiry teaching; Vee diagram |
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