A STS Action Research：Its Implementation and Facets of Students’ Cooperative Learning

• Main Authors: Chang S.R., 張世璿
• Other Authors: Sang-Chong Lieu
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/04655317827188291320

碩士 === 國立花蓮師範學院 === 國民教育研究所 === 89 === There are two foci of this study. One is how the STS teaching can be implemented in an elementary school; and the other is how students may interact during the cooperative learning. The investigation was carried out in terms of action research for a period of four semesters. Although a class of fifth graders were involved in the first semester, the major research subjects were two classed of six graders for the remaining three semesters. The STS teaching was adapted into a six-stage teaching steps which include student grouping, searching investigation topics, proposing research plan, data collecting, data analyzing and result reporting. For each step of STS implementation, different teaching strategies were used in order to conquer teaching obstacles semester by semester. As a result, the benefits and limitation of each teaching strategy used for each STS teaching step will be discussed. Other concerns such as classroom management, time allocation, assessment and teaching/learning resources will be discussed, too. As for students’ cooperative learning, four conclusions were reached. First, four types of student interaction were identified by researcher and different types of interaction may influence the extent of work completion. Second, researcher found most of the higher-achievement students or students with good relationship with others got the core works; the middle-achievement students may take up the major works; and the remaining minor works were then distributed to lower-achievement students. Third, the decision-making patterns also influence the quality of STS learning. The worst situation was found with the no-decision type, which usually led into no progress of research work. Fourth, a summary of student cooperative learning from all facets will be discussed. Other factors which may influence the STS teaching and student cooperative learning and their implications will be also discussed. Suggestions and recommendations for further research are included.