| Summary: | 碩士 === 國立花蓮師範學院 === 國小科學教育研究所 === 93 === Abstract
While Constructivism is currently the main teaching thinking, teachers frequently found during the course of teaching, emphasis of strategic learning is not necessary helpful to students in their learning efficacy. The causes rest on whether the students are willing to use and to engage in these strategies. Hence, enhancing the interests of students in science learning becomes the part for teachers to project their efforts. The natural science teaching in elementary school may be simple and light, but it is not necessary easy to understand for students. By oral instruction, scientific observation and experiment are not yet sufficient for students in elementary school to realize.
In this study, the author, based on the idea of 9-Year Through Program of flexible editing course with the professionalism of teachers, in the position of message transformer to collect the conceptual design and teaching material in the Fu Shian edition “Heat Transmission and Insulation” and edited and rewrote into “Discovery of the Hot Days” in animations to demonstrate the scientific knowledge and concept that is unable or difficult to observe or to operate to guide through animations. In two actual teaching and modification and constructing the whole program, it is hoped to understand the correlation between the learning efficacy of students and the learning interests. It is also hoped that another path of thinking may be provided for science teacher in the design of teaching materials.
The research indicates that it is feasible to promote and implement animated programs in elementary schools. Both students and teachers have positive evaluation toward applying animation programs in the natural science learning.
1.In design of programs: The animation applied teaching is arranged in the perspective of children and the interests, needs and ability of children are the core of program design. In constructivism teaching points of view, special attention shall be given to the planning of animation program to be balanced in the experimental study and discussion without being distorted while the necessary concept and interesting design of teaching materials.
2.In the enhancing of learning interest: Students will be more initiative in learning and students are generally fond of science.
3.In the learning efficacy of students
(1)Designing programs against the students’ existing conceptual condition is the key of teaching efficacy of teachers. In this research, the common biased concepts of elementary school students were collected. These include “Regarding Heat as Temperature” and “heat is Tangible”. We tried to express the two concepts in the animation teaching material to help the students to clarify the concept. In the Concept of "Heat is Tangible”, the researcher took the sun for example, provided students to discuss and to change the original thinking of students who took heat as the sun. For students who deemed heat as tangible (such as heat is air), they remained their own concept as there was no clear discussion and the conceptual conflict scenario is insufficient.
(2)Insufficient knowledge is the cause that blocked the learning, so in this unit, the researcher found that most students did not have clear definitions, which holds back the construction of new knowledge.
Overall, the researcher believes that animation application in teaching materials have positive effect in promoting learning efficacy and learning interests, and are benefiting to the teachers and the students, when comparing to the ordinary textbook teaching.
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