A Research of Conducting Integrated Curriculum in Second Grade Science

• Main Authors: Manli Yin, 尹曼莉
• Other Authors: Wanchu Huang
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/43172681767163581571

碩士 === 臺北市立師範學院 === 科學教育研究所 === 90 === The purposes of this study were as the following: (1) to investigate the influences of different curricula arrangements (integrated vs. general) on science achievements, (2) to investigate the influences of different curricula arrangements (integrated vs. general) on fundamental science competencies, (3) to investigate the children’s and paterfamilias’s attitude toward integrated instruction, (4) to use the qualitative method to investigate the result of conducting integrated curriculum and children-paterfamilias’ responses for curriculum development in the future. The design of this research was quasi-experimental one. The subjects were two classes of second graders at an Elementary School in Taipei City. One class was assigned to be an experimental group and the other class was assigned to be a control group. The experimental group was adopted integrated curriculum and instructional strategy designed by the researcher. The control group was adopted the current instructional model. The research instruments included "Science Achievements Test, Fundamental Science Competencies Scale, and Questionnaire on the Attitude Toward Integration Teaching (student’s and paterfamilias’s) ". A pretest administered before the instruction session and a posttest was held after this session. The data collected from pretest and posttest were analyzed by t-test , ANOVA or ANCOVA. The data of students’ responses got from interview were analyzed, and listed in order to find out students’ attitude in learning science and their feelings about experimental instruction. The results of Science Achievements were as the following: (1) there were significant differences in knowledge and comprehension, the group of experiment got higher scores than the control group. (2) for high reasoning ability students, there were significant effect in science achievements between the two groups; for low reasoning ability students, the group of experiment had no significant effect than the control group. The results of Fundamental Science Competencies were as the following: (1) there were no significant differences in fundamental science competencies, but the group of experiment got higher scores than the control group. (2) for high and low reasoning ability students, there were no significant differences in fundamental science competencies between the two groups. The results of the Attitude Toward Integrated Instruction were as the following: (1) there were no significant differences in the attitude toward integrated instruction, but the experimental group got higher scores than the control group; similarly, there were no significant differences in the attitude toward integrated instruction, but the paterfamilias’ control group got higher scores than the experimental group. (2) there were no significant differences in the attitude toward integrated instruction both between high and low reasoning ability students and paterfamilias. The researcher concluded that the instruction of integrated curriculum might have positive effect on enhancing the science learning attainments and fundamental science competencies. Therefore, the integrated curriculum on science might be feasible at elementary school. Moreover, students in the two groups also had positive attitude toward integrated instruction. However, the researcher thought that further study should improve the instruction of integrated curriculum, to modify the integrated curriculum, and bring about unobstructed interflow of integrated with paterfamilias.