An Action Research of Using Interactive Historical Vignettes to promote Elementary Students’ Understanding of the Nature of Science and Attitudes toward Science

• Main Author: 盧曉慧
• Other Authors: 巫俊明
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/14010060950038947606

碩士 === 國立新竹教育大學 === 進修部數理教育碩士班(自然組) === 93 === An Action Research of Using Interactive Historical Vignettes to promote Elementary Students’ Understanding of the Nature of Science and Attitudes toward Science Abstract The purpose of this study was to examine the effect of Interactive Historical Vignettes (IHVs) on promoting elementary students’ understanding of the nature of science and attitudes toward science through an action research. A total of 58 5th-grade students were invited to participate in this study. Ten IHVs were developed and incorporated into three units of teaching:“The action of the microorganism”, ”The world of force”, and “The sound” . The instruments used in quantitative research were “the Nature of Science Questionnaire” and “the Attitude toward Science Questionnaire”. The qualitative data included interview transcription, researcher’s reflexive journal, field notes and videotapes from classroom observations. SPSS 10.0 statistic software (McNemar test) and percentage were used to analyze the quantitative data, and constant comparative method was used to analyze the qualitative data. The results of this study are as follows: 1. Students who participated in the IHVs teaching show statistically significant difference in their understanding of the purpose of experiment and the role of creativity in scientific discoveries, but the results also reveals that IHVs could lead the students from an inadequate NOS view to another inadequate NOS view. 2. IHVs have positive effect on enhancing student's attitude toward science, but since these students already have a very positive attitude toward science before the teaching, so the difference between the pre-post tests is not significant. 3. Major professional developments of teachers who participate in the IHVs teaching were the promotion of their understanding of the nature of science and the skill of developing IHVs. Finally the implications of the results will be discussed.