運用CPS於模組化科學遊戲之教學行動研究-以「牛頓第三運動定律」課程為例

• Main Authors: Fang-Ping Yean, 楊訪屏
• Other Authors: 許銘津
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/47357043320150316151

碩士 === 國立花蓮師範學院 === 國小科學教育研究所 === 93 === The theme of this research was focused on the concept of the Newton Third Law. Science game and instructional module approaches were taken to carry out teaching, Action research was taken to gain more understanding regarding to curriculum design, teaching strategy, and teacher role playing. After the implementation of the instructional module, the researcher investigated students’ cognition, cordiality , skill development, and difficulties in learning. The researcher integrated six stages of CPS (Treffinger & Isaksen, 1994)) into in curriculum, and investigated the performance of students’s reative problem solving. The subject of this study is six classes oc sixth graders in the Happy Elementary School. The first cycle was carried on 8 weeks and 46 class hours, and the second cycle was carried on 7 weeks and 42 class houjrs. By collecting data from teaching video recording, teacher’s diary, the checklist for creative problem solving, students’ worksheets, students’ learning journals, the findings of this research was listed as follows: First, the researcher reflected from the curriculum design and teaching experiences, and gained professional development in the areas of curriculum design, teaching strategy, and teacher role change. Second, after a period teaching guiding, students were able to apply the creative problem solving abilities in hands-on experiment. Third, during the action research, students grew in the aspects of cognition, skill, and affection, but they also had some difficulties. (1) cognition: They understood the Newton third law of motion, and they also knew the six phases of Creative Problem Solving. (2) skill: They abilities in computer application, the abilities in making scientific toys, and the abilities of designing and making playbill were enhanced. (3) affection: They learned the cooperative learning with group members, and learned to be responsible for their jobs. (4) difficulties: There were some disturbance of where and when to learn, and the searching for useful information was not easy.