| Summary: | 碩士 === 臺中師範學院 === 自然科學教育學系 === 90 === Abstract
The STS pedagogy is based on the issues of daily life,
which motivates students to explore and acquire scientific knowledge actively. During the process of exploration activities, students are able to make judgments of values as well as solving the problems confronted in everyday life through applications of what have been learned. Thus, students are easily attracted to the STS topic teaching activities pertaining to daily life. Students tend to think dispersedly under the consideration of problem solving, which leads to diversified learning directions. Under such a learning atmosphere, students are usually active in participating in learning activities and their learning development is worthy of extended discussions. Every student is provided with an opportunity of showing his/her talents in this type of learning activities. Students will not only acquire scientific knowledge, but also be able to apply scientific methods to solve the problems they face during the process of exploration and investigation.
The concept of oxidation-reduction in particular will play a critical role in the science programs of junior and senior high schools in the future, because it not only is closely related to our daily life, but also affects the studying of follow-up relevant ideas. As a result, rusting, a common phenomenon in our daily life, can be applied to explore the reasons of material oxidation and can be further served as the basis of developing such concept in the 9-year consecutive program for high school students. The STS teaching module is developed in this study and practical teaching is conducted to analyze and evaluate the effect of module experimental teaching activities. As to the experiment part, the effects of the teaching were assessed by using a “pretest-posttest nonequivalent-control-group design”. Subjects are 69 six graders from two classes of Ho Tso Elementary School, Feng-yuan city, Tai-chung county. A class of 34 pupils serves as the experiment group and the other class of 35 pupils is the control group. These two groups of pupils were introduced the conceptual composition strategy at the first semester, which lasted for four periods and conceptual composition teaching was conducted for six weeks, twenty-two periods.
The teaching material in this experiment was adopted from the unit of ‘Antirust & Anticorrosive’, Natural Science Book 7 for elementary school students published by Nan Yi Books and Novak’s teaching theory of conceptual composition was incorporated. The control group has the same teaching material; however, teaching was conducted in accordance with the teaching procedures specified in the teaching guidelines completely. Two groups of pupils had comprehension tests on the idea of oxidation-reduction before and after the experiment, and drew conceptual sketches on oxidation-reduction. Performance of scientific exploration activities conducted by both groups was observed and compared. In addition to semi-structural interviews, class activities were tape recorded and noted down. For data analysis, groups (experiment group and control group) were served as independent variable. Scores prior to ‘Natural Science Achievement Test’ and ‘Conceptual Composition/Drawing Test’ as dependent variable and the previous scores as covariate so as to conduct the common variance analysis ,which evaluate the teaching effect of STS model with a view to exploring the impact of the STS model on learning efficacy for pupils, too.
It is found through the records and analysis of actual learning situations that:
1.Comprehension of scientific ideas: The STS experiment group
scored higher than the control group.
2.Learning behavior: The STS experiment group had better
performance on scientific exploration (experiment design capability) than the control group.
3.Scoring of conceptual drawings: The pupils in the STS
experiment group had higher scores than those in the control
group on the ‘Conceptual Composition/Drawing Test.’
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