| Summary: | 碩士 === 國立臺南大學 === 自然科學教育學系碩士班 === 91 === The purpose of this study was to investigate, in a “case study” and qualitative way, the opinions of the case teacher and parents on learning content, concepts, evaluation and other values applied to teaching in the process of co-instructing students to do project-based learning.
Project- or problem-based learning is a learning mode organized around special topics available in life. These topics are either challenging problems or complicated questions. Students must carry out a series of activities, such as designing, resolving problems, making decisions or doing research. They have chances to work independently in a long period of time so as to produce real work or present some accomplishment.
This study highlighted a project-based learning mode based on parent-teacher collaboration. The curricula were based on the six procedures developed by three scholars, Krajcik, Czernial, and Berger in Teaching Children Science while the self-evaluation tool came from Steinberg’s 6A Principles of Designing Special Topics. The final products were project-based learning activities centered on “exploring insects world” for third graders.
This author applied the “constant comparison method” to analyze the data. In constant introspection by keeping a research diary, this author tried his best to remain objective and to establish internal reliability by triangulation when observing the whole teaching process. The conclusions are as follows.
1. To realize the ideals of Constructivism through project-based learning is the prime motive of the case teacher’s devotion to project-based learning. In the process of probing into the meaning of project-based learning, the case teacher also made full use of the related concepts of Constructivism.
2. Their children’s interest/welfare and the insistence on an open education were the prerequisites to the participation of the case parents.
3. In order to clear away difficulties, the case teacher was willing to seek support and help from the parents as long as they would respect him for his professionalism. The parents also helped solve the teaching difficulties the teacher had faced in the whole process.
4. During the process of communicating with the parents about the ideas of project-based learning, the case teacher fully served their wills. In this way, the teacher and the parents established a flexible relationship based on division of labor.
5. Alexander Butterfly Garden and the teacher’s teaching skills showed the parents a good way to help their children and to excite their enthusiasm.
6. The major characteristic of teacher-parent collaboration was that they cooperated to establish common ideas and to make these ideas come true.
7. When it comes to teacher-parent co-instruction in project-based learning in primary schools, the following issues should be taken into consideration: proper social conditions, teachers’ and parents’ access to the ideas of project-based learning, their awareness of the upcoming difficulties, and successful communication between them.
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