| Summary: | 碩士 === 臺北市立師範學院 === 科學教育研究所 === 91 === The purposes of this research were as follows:(1) to develop a teaching-model based on students’ life experience on the Science and Life Technology to promote problem-solving ability; (2) to design a theory-based, experiment-supported and practical evaluation tool ; (3) based on the scores of “problem-solving test”, to study the differences between students who were taught by “life-linked problem- solving” and who were taught by “teaching guidance”;(4) in regard to students with different reasoning abilities, to study the differences between these two types of students mentioned above(5) in regard to students with different achievement , to study the differences between these two types of students.
The research used the Solomon four group design quasi-experiment, and tested with the “problem -solving test”, then check the results of “problem-solving” with ”semi-structured interview questionnaire” test. The “life-linked problem solving teaching confirm test”, “teaching confirm test”, ”teacher’s reflection diary ” and ”students’ learning diary ” and “classroom-filed observation record” were also reviewed under the course developing phase. The sample students, who were forth graders from Taipei County, were assigned randomly two classes, 65 students for the experimental group, and 64 students, for the controlled group. The teaching topics were “Food and Energy” and “the Secret of Air”. The experimental group was taught by the researcher’s self- edited “life-linked problem-solving” material, on the other hand, the controlled group was taught by the “Newton-edition” book.. While analyzing data, the experience of pre-test scores of “problem-solving test” and different teaching methods were treated as independents and the post-test scores of “problem-solving test” as dependents. The two -factor variance along the different aspects of the “problem-solving test” was analyzed.
The results were：
1. In the “teacher’s reflection diary” and “classroom-filed observation record” , we could see that in the teaching process of different teaching-models, the students given various life-linked problems kept on working to solve problems.
2. We built up the credibility and effectiveness of our experiment by way of theories collecting to develop relevant aspects, and by way of continuously estimating students’ performance and consulting with experts to revise again and again. In addition, in the analyzing data of “semi-structured interview questionnaire”, we confirmed that students with different scores were also different in the process of problem-solving.
3.The results of the experiment were listed as follows. (1) the experimental group got significant higher scores than those of the control group in the “total scores of the post-test” and ” the ability to identify factors related to the problem”, “the ability to request information demands” and “the ability to plan formulation”. In the” the ability to identify factors related to the problem”, the post-test scores were influenced by the pre-test
4.The effect on the students with different reasoning abilities were explained below. (1)In the “total scores of the post-test”,” the ability to guess reasons”, “the ability to request information demands” “the ability to plan formulation”., students with good reasoning abilities showed that the experimental group got significant higher scores in post-test than the controlled group. (2)In the “total scores of the post-test”,” the ability to guess reasons”, “the ability to request information demands” “the ability to plan formulation”., students with poor reasoning abilities showed that the experimental group got significant higher scores in post-test than the controlled group, and in the “the ability to plan formulation”, the post-test scores were influenced by the pre-test.(3)In “total scores of the post-test” and 7 ascepts, students with good reasoning abilities got significant higher scores in post-test then who with poor reasoning abilities.(4)The students with good reasoning abilities of the experimental group got significant higher scores in post-test then who with poor reasoning abilities in the “total scores of the post-test”,” the ability to guess reasons”, “the ability to request information demands”, ” the ability to choose the best solution” and“the ability to plan formulation”.(5) The students with good reasoning abilities of the control group got significant higher scores in post-test then who with poor reasoning abilities in the “total scores of the post-test”,” the ability to guess reasons”, “the ability to request information demands”, ” the ability to consider possible solutions”.
5.The effect on students with different achievement was concluded as below. (1)In the “total scores of the post-test”, “respectively the ability to notice problems” ,” the ability to guess reasons”, “the ability to request information demands”,” the ability to consider possible solutions”, and “the ability to plan formulation”., students with good achievement showed that the experimental group got significant higher scores in post-test than the controlled group. (2)In the “the ability to request information demands”., students with poor achievement showed that the experimental group got significant higher scores in post-test than the controlled group.(3)In “total scores of the post-test” and 7 accepts , students with good achievement got significant higher scores in post-test then who with poor achievement.(4)The students with good achievement of the experimental group got significant higher scores in post-test then who with poor achievement in the “total scores of the post-test”, “respectively the ability to notice problems”,” the ability to guess reasons”, “the ability to request information demands” and“the ability to plan formulation”.(5) The students with good achievement of the control group got significant higher scores in post-test then who with poor achievement in the “total scores of the post-test”, ” the ability to guess reasons”,” the ability to identify factors related to the problem”, “the ability to request information demands”,” the ability to consider possible solutions”,” the ability to choose the best solution” and “the ability to plan formulation”.
The results were：
1. From the study，to develop a teaching-model based on students’ life experience on the Science and Life Technology to promote problem-solving ability were twelve aspects being considered .
2. From the study design, to develop “problem-solving test” consisted of seven abilities.
3.The total scores of post-test consisted with our research hypothesis. The study results of some aspects without obvious differences might need a more long-term teaching to research.
4. The students with good and poor reasoning ability, in regard to the total scores of post-tests, those who were taught by the "life-linked problem-solving" got significant higher scores than those who were taught by "teaching guidance". And in the students with good reasoning ability who taught by different teaching models got significant higher scores in the post-tests. The result consisted with our hypothesis. The study results of some aspects without obvious differences might need a more long-term teaching to research.
5. The students with good and poor achievement, in regard to the total scores of post-tests, those who were taught by the "life-linked problem-solving" got significant higher scores than those who were taught by "teaching guidance". And those who taught by different teaching models, in the post-tests the students with good achievement got significant higher scores than the students with poor achievement. The result consisted with our hypothesis. The study results of some aspects without significant differences might need a more long-term teaching to research.
After some discusses to our study results, we suggested that we might do further research with other types of sample students and make a more long-term teaching. In addition, we could invite some teachers to make a teaching group to do the research and to share the results. Furthermore, we might consulted and cooperated with professors constantly to make the theory and practice more consisting with each other.
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