Study for WPBL of the sixth grade of elementary school student

• Main Author: 莊豐松
• Other Authors: 賴慶三
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/03396691691057538091

碩士 === 國立台北師範學院 === 數理教育研究所 === 92 === A Study of WPBL on the sixth grade of elementary school student Abstract The main purpose of this study is trying to find out the effectiveness of WPBL on elementary school science instruction (WPBL: web enhanced project-based teaching and learning). In this teaching process that it will discuss (1) student’s science learning outcome, (2) student’s project report, (3) student’s ability on how to solve the scientific problem, (4) student’s ability on how to solve the problem, and (5) student’s opinions about WPBL. Subjects were a class of sixth grade of elementary school students, which the researcher taught them as usual, and did the WPBL teaching activities for the content of “material circle of the natural”, and “the eco-system”. The assessment tools were used in this study including the performance test of natural science, test of the ability that how to solve the scientific problem, test of the ability that how to solve the problem, the designs of teaching activities, the agenda of interviews, the project evaluation sheet, the questionnaire about their learning, and the questionnaire about WPBL. The main findings of the study were: 1. After WPBL instruction, students on the performance test of natural science had a remarkable improvement between the pretest and posttest. T-test was performed for the data, and result shows t = -7.7 and p-value < .001, therefore it can be make a judge that there was a significant difference between the pretest and posttest. 2. Four senior teachers evaluated students’ project report, and found that there was a remarkable improvement between students’ first and second project. T-test was performed for the data, and result shows t = -6.893 and p-value < .01, therefore it can be make a judge that there was a significant difference between students’ first and second project. 3. After WPBL instruction, students on the test of the ability that how to solve the scientific problem had a remarkable improvement between the pretest and posttest. T-test was performed for the data, and result shows t = 7.6 and p-value < .001, therefore it can be make a judge that there was a significant difference between the pretest and posttest. 4. After WPBL instruction, students on the test of the ability that how to solve the problem had a remarkable improvement between the pretest and posttest. T-test was performed for the data, and result shows t = -4.781 and p-value < .001, therefore it can be make a judge that there was a significant difference between the pretest and posttest. 5. Results from the questionnaire about their learning and the questionnaire about WPBL revealed that the WPBL could help students to improve their learning ability, learning interest and learning how to manipulate the information. Furthermore, WPBL could improve their ability to operate the computer and the skills of self-learning and teamwork. Keywords: Web enhanced project-based teaching and learning, Ability of how to solve the scientific problem, Ability of how to solve the problem, an ecosystem, Information technology accede to teaching