幼兒擁有強大的好奇心，他們會積極主動去探索周遭的世界，教育工作者應該提供讓幼兒可以透過科學探究的方式主導自己學習的機會，因此在幼兒園實施科學探究課程來學習科學知識確實有其重要性。故本研究希望讓幼兒透過參與專題導向科學探究模組的方式，提升其科學探究能力的表現，以此回應兩項研究問題：1.幼兒在探究模組實施前後，科學探究能力的表現與改變情形分別為何？2.在進行探究模組中，教師採取哪些教學策略協助幼兒發展科學探究能力？本研究採混合設計，蒐集28位大班幼兒（平均年齡：6歲）科學探究能力測驗的前後測表現，以科學探究能力編碼表評分，再進行統計分析；以及蒐集幼兒於科學探究模組的課室觀察，以教師教學策略分析表探討教師所使用的教學策略，並以科學探究能力編碼表評估幼兒的探究能力表現。本研究發現：1.幼兒在科學探究能力測驗的整體表現上有進步，但就本研究所涵蓋的六項探究能力來看，幼兒的系統性觀察、規劃、操作和實驗能力在後測的表現有進步；實驗和分享能力則無證據顯示幼兒有進步。2.在課堂中，教師最常使用探詢、直述、以及對比與比較幫助幼兒進行系統性觀察。當幼兒以小組的方式進行實驗時，教師會適時採取介入協調和從旁指導協助幼兒完成實驗。另外，教師會使用示範和從旁指導的方式協助幼兒操作計時器進行測量。最後，教師會以提示簡答和探詢的方式，幫助幼兒以階段性的方式向全班分享該組實驗結果。另外，本研究結果亦顯示，在專題導向的科學探究模組下，幼兒可以透過教師的引導與協助，培養科學探究能力。

Young children are full of curiosity, and they can explore proactively the world. Educators should provide opportunities for young children to lead their own learning through scientific inquiry. It is indeed important to implement an inquiry-based learning module in kindergartens. Therefore, this study investigates how young children develop their scientific inquiry abilities through participating in a project-based scientific inquiry module, in response to two research questions: 1. Do young children improve their scientific inquiry abilities after the inquiry module? 2. What instructional strategies do the teacher adopt to help young children develop scientific inquiry abilities during the inquiry module? This study is mixed methods data analysis, which collected and analyzed the pre- and post-tests of twenty-eight 6-year-olds young children’s inquiry abilities assessment, and classroom observations of teacher-children interactions during the inquiry module. The results show that young children progressed in the overall performance of the inquiry abilities assessment. Among the six inquiry abilities measured, the performances of "making systematic observations", "making a plan", " employing equipment and tools", and "measuring" abilities were improved in the post-test; however, children did not perform better in "experimenting" and "sharing" abilities. Additionally, during the inquiry module, the teacher often used strategies of probing, lecturing, and comparing and contrasting to help young children make systematic observations. When young children conducted experiments in groups, the teacher intervened, coordinated, and guided them to complete the experiments. The teacher also used demonstrations and guidance to assist young children in employing the timer for measurement. Furthermore, the teacher used questioning and probing to help young children share their experimental results sequentially. The results of this study suggest that with sufficient teacher support and a well-designed learning module, young children can develop important inquiry abilities and show progression throughout the module.

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