摘要
本研究探討開放式探究教學對於學生學習的影響。學生在開放式探究中形成探究問題上是有困難的，本研究以寫作鷹架協助學生形成實驗問題並進行實驗設計，以利學生進行開放式探究。研究比較學生在輔以寫作鷹架的開放式及結構式探究教學後，其學習成就及形成實驗問題能力的差異，研究並探討不同學習成就學生在開放式探究學習中的學習過程及形成實驗問題能力的差異情形。研究採混合研究法收集量化及質性資料，包括：學習成就的前後及延宕測成績；形成實驗問題能力測驗的前後測成績及實驗組學生晤談資料。研究對象為國小五年級四個班級共106人，實驗組(n=52)及對照組(n=54)各兩班分別進行開放式及結構式探究，教學實驗課程為10週的自然與生活科技課程。分析結果顯示：兩組學生的學習成就皆有顯著提升但沒有明顯差異，學習保留效果皆良好。在形成實驗問題能力上兩組也都有顯著提升，實驗組是大效果量而對照組為小效果量。比較兩組學生在形成實驗問題能力測驗的差異，實驗組皆優於對照組。中、高成就學生在開放式探究學習的形成實驗問題能力總分、分辨變因和組合變因上優於結構式探究學習。低成就學生在開放式探究的形成實驗問題能力總分及組合變因上優於結構式探究學習。分析晤談資料顯示開放式探究學生認為寫作學習鷹架對於其思考是有幫助的，低成就學生不喜歡主動思考，在形成實驗問題上是有困擾的。研究結果顯示，進行開放式探究教學時老師可在大概念下以核心問題激發學生思考，並以小組討論界定實驗問題、設計實驗後執行實驗，以建構學生的科學知識。研究針對結果提出對學生學習與教學設計的相關建議。
關鍵字：開放式探究、提問能力、學習成就、寫作鷹架

ABSTRACT
This study aims to investigate the effect of open inquiry on students’ learning. During open inquiry, students posed their questions according to their interests. Yet question-posing was too difficult for students to handle. Thus the present study provided a writing scaffold that helps students pose experimental questions and design their own experiments for students’ learning in open inquiry. The present study examined students’ learning achievements and question-posing ability in open inquiry versus structured inquiry in order to learn the effect of open inquiry on students’ learning. Mixed methods were used to collect quantitative and qualitative data including students’ learning achievements before and after open inquiry as well as the follow-up tests, scores of experimental question-posing ability tests before and after open inquiry, students’ opinions on open inquiry obtained by interviews with students in the experimental group. A total of 106 students from four 5th-grade classes were involved in the study. 52 of them were in the experimental group, where they carried out open inquiry activities. 54 were in the control group, where they conducted structured inquiry activities. The intervention lasted for 10 weeks. The results revealed that the students’ learning achievements of both groups had been improved dramatically but there was no significant difference. A good learning retention effect was found. As to the problem-posing ability, both groups showed significant improvement after the inquiry while the experimental group had a larger increase and the control group showed a smaller degree. The MANCOVA analysis demonstrated that the experimental group had higher total score of the experimental question-posing ability test than the control group on investigation. The students with intermediate and high achievement in open inquiry had a better performance on the total score of the experimental question-posing ability test, the differential variable and the combined variable compared with the students with intermediate and high achievement in structured inquiry. As to the students with low achievement in open inquiry, they had a better performance on the total score and the combined variable compared with the students with low achievement in structured inquiry. The analysis results of the interviews with the students in open inquiry showed that all of the students in open inquiry thought that the writing scaffold is helpful in thinking process while the students with low achievement had trouble in question-posing because that they seldom think actively. Moreover, the result also indicated that teachers can use core problems of teaching practice as a situation to inspire students in open inquiry so that the students can define experimental problems in a group discussion and then design and execute experiments for increasing their scientific knowledge. This study proposed suggestions for student learning and curriculum design based on the results mentioned above.

Key words: open inquiry, question-posing ability, learning achievement, writing scaffold

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