| Summary: | 碩士 === 國立彰化師範大學 === 生物學系 === 92 === The purposes of this research were to employ cooperative learning strategy in science and life technology laboratory lessons of the first grade of junior high school, low-achievement students’ situation and feelings participate in laboratory activities and low-achievement students’ expression and encounter difficulties frequently in science process skills.
The research adopted case study method. The subjects were from two classes of the first grade of junior high school. The students took examinations before the research, base on the achievements, eight low-achievement students were selected, by the way of observation, tape recording, video photographing, and half-structure interview. I use both qualitative and quantitative research methods. The pretest was conducted on the first week at the beginning of the semester, and the posttest was conducted before the second periodical examination. The research took about two months. The tools of the research and the methods of the data collection included assessment tools like “Basic Science Process Skills Examination”, “Cooperative Behavior and Participation Ration Scale”, “Microscope Manipulation Checklist”, “Questionnaire of Feeling” and interviews. During the research period, the data were continuing collected, analyzed, compared, and triangulated for enhancing the validity of the research outcomes.
The results indicated that low-achievement students’ behavior and participation in cooperative laboratory activities were connected with students’ personality and team work—in small group discussion, lively low-achievement students discussed actively, and introvert low-achievement students played the role of onlookers; when the group had more team work the low-achievement students had more self-confidence and more chances to express their ideas. Besides, the difficulty of the laboratory lessons effected whether the low-achievement students like the lessons or not. And this also effected their learning aspiration. If the lessons were too difficult, the low-achievement students would not want to learn. After the four cooperative laboratory activities, in Basic Science Process Skills, the low-achievement students’ skills of classing, communication, inferring, and predicting became better, especially in the skill of communicating. As for the use of the microscope, most of the low-achievement students could make specimens well and adjust the image of the microscope fluently.
Key word：low-achievement , science process skills.
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