Chin-Kun Chiu
National Taipei University of Education, Department of Science Education student
E-mail：jamin.chiou@gmail.com
Yu-Ling Lu
National Taipei University of Education, Department of Science Education Professor
E-mail：yllu@tea.ntue.edu.tw
Abstract
This study aims to explore the impact of an interactive bilingual science e-book combined with a problem-solving inquiry-based teaching material on 1. the problem-solving learning of gifted junior high school freshmen of different genders; 2. the problem-solving learning of gifted junior high school freshmen with different admission channels. The study took gifted junior high school freshmen as the research subjects, and used a self-compiled bilingual nature interactive e-book to conduct inquiry-based practical teaching of problem solving, which included the steps of “observation and question setting”, “planning and execution”, “analysis and discovery” and “discussion and communication”. The scientific inquiry activities of “spinning top” and “fish trap” were taught in a progressive manner, and learning sheets and students’ creative fish trap design drawings were collected, and then converted into quantitative data according to the scoring criteria. A “Mann-Whitney U” test was conducted based on gender and gifted student recruitment channels. The results showed that there was no significant difference in the total learning scores of gifted junior high school freshmen of different genders in problem solving, but girls scored significantly better than boys in the “Planning and Execution” dimension. 2. There is no significant difference in the total learning scores of gifted junior high school students from different admission channels, but students who were gifted students in elementary school scored significantly better in the “Observation and Question Setting” dimension than students who were not gifted students in elementary school.
Keywords：Problem Solving、Interactive e-books、bilingual science