| Summary: | 碩士 === 國立臺灣師範大學 === 化學研究所 === 88 === (1) Food additive
Students without any experience in STS learning participated in food additive STS activity unit under the scaffold strategy.The research was carried out to see if the designing of the STS activity could promote the students’ learning interests,problem-solving ability,knowledge-constructed ability and open-ended thinking.The strategies we used in the activity included : (1) small-group play, (2) role-play, (3) coorperative learning, (4) brain-storming, (5) experiment-exploring. The assessment items were :(1)paper-pencil test (2)participation degree (3)learning attitude (4)open-ended thinking assessment (5)learning dimension assessment.
NTNU undergraduates were the object students.Because of the impending teaching practice,they thought the activity could be helpful to cultivate the leading ability of the science exhibition. All the students appeared highly interested learning,expanded the subject matter knowledge to the real life,and there were normal positive correlation among the following assessment items:(a)pre-test (b)statement-making grade (c)content and attitude of disscusion (d)participation degree (e)dimension of thinking:(d) and (a),57%;(d) and (b),86%;(d) and (c),56%;(d) and (e),67%;(e) and (c),67%.The results showed that the STS activity could be helpful to these students promoting the learning interests,participation degree,open-ended thinking and constructed relative knowledge.
Key words: STS, food additive, scaffold strategy
(2)Pigment
Students without any experence in STS learning participated in Pigment STS activity unit under the scaffold strategy and action research.The research was carried out in student-center position to see if the designing of the STS activity could arouse the creativity of the students,promote experiment-exploring ability,decision-making ability, and act the role linking science and society.The strategies we used in the activity included:(1)open-ended discussion in small group (2)brain-storming (3)proposing solutions (4) experimental-designing exploring.The purpose was arousing the creativity of the students and assessing the flexibility, fluency,originality.The results showed that the STS activity could promote the analyzing-ability effectively above-mentioned of the students,and there was quite a little positive relation between the fluency and originality of the students(28.5%).
All the students appeared highly interested-learning,and expressed that they liked such a teaching-activity like this.The creative presentations were availabled in works-designing,new idea and new point of view.The results showed that the STS activity could cultivate different analyzing abilities of the students: fluency, accommodation and originality,and it could also provide different thinking direction effectively to the students: functional, abstract,analogic and experenced.There was satisfied presentation in creativity cultivating. The STS activity was able to promote the students’ ability of knowledge constructing,analyzing,creativity cultivating and developing adequate value/social views.
Key words:STS, action research, creativity, scaffold strategy
|
|---|
