| Summary: | 碩士 === 國立屏東師範學院 === 數理教育研究所 === 90 === An Action Research on Ecology Project-based Instruction in Promoting Elementary Students’ Basic Competencies
Feng-Wen Chou
Abstract
The method used in this research was action research. Adopting project-based instruction on ecology, the researcher taught science lesson to the fifth graders, to study and analyze whether this kind of instruction actually promotes elementary students’ basic skills. The questions in this study were：(1) What were the teaching objectives and curriculum’s model in performing this ecology project—based instruction ?(2)What were the effective strategies during instruction ?(3) What were the effectiveness of instruction? and (4) What were the researcher’s pedagogical development and reflections on instruction?
During the research, the researcher uses tape recorder, teacher’s teaching reflection, keeping teaching journal, students’ worksheets and research projects, questionnaires and student surveys to record and gather research data. The finding in this research was that based on the Nine-Years Integrated Curriculum’s objectives and Natural Science and Life Technology’s teaching goals for fifth and sixth graders, ten teaching objectives were developed in this project-based instruction on ecology to promote students’ competencies in later teaching. In preparation stage, the researcher, based on topic-based teaching style, past teaching experience and ecology project-based teaching objectives, developed the teaching plan. In the performance stage, the researcher used field interviews, keeping research journal, writing down research motivations and conclusion as the scaffolding in case the students show difficulties during this project research. In order to expand students’ vision and knowledge in this study, an animal observation box, classroom decoration, and outdoor field trips have been arranged. Under the guidance of team assistants, students were able to integrate science with art and computer to have the final research conclusion displayed in front of the whole school. Students started from planning, experiment and investigate, and data gathering to final conclusion. Students showed an obvious improvement in ecology knowledge, keeping research record, on-line information searching, presentation and interpretation, and team cooperation.
During this research process, the researcher carefully designed the teaching plan, adopted variety of back-up teaching strategy, interacted with students intensely, and became more sensitive to problems and reactions quickly. The researcher also found out the faults through self-examinations and reflections. The efforts the researcher had put in and the successful outcomes will definitely have an impact in today’s science education.
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