Research on the effectiveness of the elementary school mentally gifted students’ independent study based on the scientific training of Self-Directed Learning Model

• Main Authors: Lee Hsiu-Lan, 李秀蘭
• Other Authors: 王華沛
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/88377119710111739260

碩士 === 國立花蓮師範學院 === 國民教育研究所 === 89 === Research on the effectiveness of the elementary school mentally gifted students’ independent study based on the scientific training of Self-Directed Learning Model by Lee Hsiu Lan Master in Graduate institute of Compulsory National Hualien Teachers College ABSTRACT Researches on the effectiveness of the elementary school mentally gifted students’ independent study based on the scientific training of Self-Directed Learning Model. Our main purposes, based on Treffinger’s Self-Directed Learning Model, include the following: instructors have to help their students find out their own level of self-directed and set objectives of learning. And next instructors have to evaluate their students’ entering behavior, and diagnose the level of their students’ learning. After that, instructors can develop their students’ learning activities, and try to evaluate students’ learning effectiveness. And then instructors themselves can design their individual teaching materials, which intergrate 13 scientific specialized series teaching materials and the elementary school science skill into a whole. And by using the materials in every learning unit, instructors can upgrade their students’ ability of independent research. And furthermore, by using the materials, instructors also can evaluate their students’ accomplishment and the effectiveness of this research. The research sample group is consisted of 27 mentally gifted students in Grade 4. The research methods are conducted with one-group pretest-posttest design of guasi-experimental. The processes of this research are such as the following: A. To begin with, instructors give their students an examination before the research programs. By doing so, instructors try to understand their students’ entering behavior according to the standard of the learning levels of Treffinger’ Self-Directed Learning Model. And next instructors have to design a measure of their students’ scientific attitude. B. Then the mentally gifted students will go through the scientific training programs for six months. During that time, instructors use the teaching materials which include 14 units developed on instructors themselves own. C. After the six months training, instructors give their students an examination again and make the statistical analysis. Following this procedure, instructors can understand the effectiveness of their students’ independent research under this kind of teaching model. From this research we can get the main results as the following: 1. The mentally gifted students’ ability of programming learning activity at self-directed learning obviously become much more excellent after this teaching. 2. The mentally gifted students get higher scores in self-understanding on the test of scientific attitude after this teaching. 3. The mentally gifted students understand what the teaching activity design of the scientific training is and they really enjoy the teaching activity design. At last, we can give a concise summary of mentioned above: the teaching activity design of the scientific training can really help the elementary school mentally gifted students in the self-directed learning and the design can also upgrade students’ ability of independent research. Finally, I, myself as a researcher, am willing to make a suggestion about the results of this research. And I hope that this suggestion can be applied to education of mentally gifted students, and it can also make reference to the further research.