The study of interactive picture books teaching to promote science reading comprehension of elementary students

• Main Authors: Yeh Wan Ting, 葉宛婷
• Other Authors: 盧秀琴
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/11902307983038166456

碩士 === 國立台北師範學院 === 自然科學教育研究所 === 93 === The purpose of this study is to explore how picture books can be integrated in science education, whether the result can improve elementary students’ comprehension ability in science reading, and whether students’ linguistic ability can influence their science learning. Quasi-experimental design was used in this study. The teaching activities were created and based on “extended exploration”. Two units “Water Creatures” and “The Bulb Has Flashed” were chosen as examples. Three quantitative tools “Science reading comprehension test”, “Chinese language ability test”, “Achievement test of the nature and the technology” had been used in the study. These tools enable us to evaluate students’ learning conditions on linguistic and scientific concepts and to examine if the science reading comprehension ability has been enhanced. Beside quantitative tools, “Questions Designed for Student Interview” and “the Questionnaire of teaching feedback” has been adopted for supplemental tools to analyze qualitative data. In this study, several results have been found. First, students’ linguistic ability can influence the effect on science learning. Second, integrating picture books into science teaching can assist students to improve science learning. Third, interactive picture books teaching have positive effect on strengthening students’ linguistic ability. Fourth, this method can also help students in reading scientific articles, but it will not help to improve “logical inferences” and “analytical predictions” abilities. Fifth, the extended activities in integrating picture books into science teaching can provide more variety in teaching. Three suggestions of this study are summarized as follows: First, choosing an appropriate teaching method and encouraging teachers for further studies in the related field are important. Second, choosing materials that go with the student’s age, and the materials need to be authentic and be related to scientific knowledge. Teachers can create their own teaching materials as well. Third, to evaluate the learning effect of interactive picture books teaching style in a different scientific unit and how to strengthen students’ abilities on logical inferences and analytical predictions can be another future research topic.