在國小自然科利用資訊融入STS專題式教學之行動研究

• Main Authors: Lin Yu-chung, 林育沖
• Other Authors: 劉聖忠
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/91063879024227449820

碩士 === 國立花蓮師範學院 === 國民教育研究所 === 90 === The purpose of this research was to explore how elementary school teachers achieved STS-designated teaching process and the information abilities the students should have equipped when information was incorporated with STS teaching method. A class of grade 6 students acts was chosen by researchers to act as the subjects of this experiment. Lessons for the second term of grade 5 science course and the first term of grade 6 science course were outlined, designed and arranged with the computer lessons, using action-research method to process STS-designated teaching and through the thoughts and correction of this course of action, growth and professionalism were thereby enhanced. During the process of STS-designated teaching, all kinds of strategies are applied in grouping; outline of research issues; lesson schedules; application of learning resources in computer and internet; collection of data and evaluation. There are two kinds of grouping strategies: grouping on one’s own or partly appointed by teachers. Strategy of deciding a topic should extend the present unit and student would bring out the issue accompanied with guidance and modifications by teachers, or a new creative research issue brought out by students on their own. Strategy of scheduling lessons will use the second period of science class to process STS-designated teaching and use flexibly the lunch time for students to practice in groups and incorporate with computer class, interconnect the contents of the lesson and the information abilities the students had under the STS-designated research. In terms of collection of data, strategy focused would be learning sheets, experiments and interviews to raise students’ interests. Evaluation strategy utilized intra-evaluation within each group, inter-evaluation between groups, portfolio, points of collection, etc. Others than that, in utilization of all kinds of resources, providing internet, audio-visual equipment and library, could be aided by administration. Results of research in exploring the learning aspects of STS-designated teaching in terms of teacher strategy; learning behavior; and computer abilities, are as follows: 1. Allowed students to choose more on the topic they were doing research on, choosing their favorite topic could lead to stronger motivation and performance; cooperative learning is more effective if grouping was based on mutual interactions. 2. Students obtained information more easily through papers and internet, with the convenience of internet, dependence on computer grows daily. 3. The basic computer ability acquired by students should interconnect and apply to other learning territories in order to increase computer abilities and combine information with all the other territories. 4. There was a positive effect in learning attitude and interests of students when STS-designated teaching method was applied.