Abstract：

　As a longitudinal study, our research group will conduct an inquiry-based and technology-enhanced learning with a cooperative high school at Kaohsiung for 3 years. Five lessons in light, seasons, moon phase, rainbow, and air quality designed in last few projects and three new lessons with the aid of GIS software will be used in a class in order to examine students’ progress in conceptual understanding, inquiry skills and inquiry quality. The remarkable findings from this study will address possible solutions for outreach of inquiry-based learning in schools and provide insights about students’ inquiry-based learning with the aid of technology for relative research.

　Abstract：

　Models and modeling have been regarded as necessary science literacy in many countries. Therefore, the objective of our study is to design a scaffolded modeling e-learning environment and to investigate how students demonstrate conceptual understanding and modeling practices in such environment. Multiple data including test scores, classroom observations, interviews, and computer records, will be collected and analyzed from the same sample so that each research group can interpret the data from their research interests and concerns and we can across-check the influences of the factors designed in different research groups. The integrating project will display the results from the macro level to see the changes of students’ conceptual understanding and modeling ability before and after the intervention. The research groups will show their findings from the micro level to discuss what modeling practices are supported by the modeling tool, sharing tools and scaffolds. Specially, the comparison studies will be used to examine the impacts of key functions in these tools and scaffolds in the third year.

Keywords：Modelling, Situated Cognition, Social Constructivism, Scientific Learning, Scaffolding Learning, E-Learning