Promoting Reform School Students'''' Self-efficacy in Physical Science Learning---An Action Research Approach

• Main Authors: Fen-May Chou, 周芬美
• Other Authors: Hsiao-Lin Tuan
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/50895009967893463143

碩士 === 國立彰化師範大學 === 科學教育研究所在職進修專班 === 90 === The purpose of this study was to use action research to promote Reform School students’ self-efficacy in learning physical science. Researcher applied cooperative learning, group discussion, and having the students manipulate experiments, give specific encouragement and praise, providing various activities, these teaching methods aims to provide successful experience for the reform school students. Both qualitative and quantitative research method were used in this research. The action research started from Sep., 2001 to May., 2002. The students chosen in the study were a class of boys in a second-year class of a Reform School in central Taiwan. The Physical Science Self-efficacy Questionnaire was disseminated in the beginning of research. Six students ranked from high, middle and low self-efficacy were chosen for observation and interview. The researcher collected data by class observation, interview and questionnaire. After analyzing questionnaire results, the researcher chosed the scales with lowest scores to improve one’s teaching. The findings showed that all the six students in the low, middle and high self-efficacy groups make great progress in their science self-efficacy. Especially on low self-efficacy group, they gained dramatically high on post-test. In terms of the entire class, the students’ behavior, their participation in the experiments, and the mutual interaction between teacher and students were apparently improved. Students’ self-efficacy in the post-test were higher than pre-test. There were several teaching strategies which could improve students’ self-efficacy, these were: providing opportunities for all students to manipulate experiments, providing specific encouragement and praise for students’ good performance, helping students find a good role model to follow, and increasing external stimulation.