Study in children explaining statistics diagrams in school subject: “Science and Life Technology.” ~ Using 4th and 6th grade students in Nankang area, Taipei city as example.

• Main Authors: Lee Cha Fan, 李佳芳
• Other Authors: 楊龍立
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/52035516809030713263

碩士 === 臺北市立師範學院 === 科學教育研究所 === 93 === Statistics data can be found and broadly used in our daily lives, including elementary schools’ science fair, and also in course area like science and life technology. However, if students lack the basic ability in understanding the course, will in some ways, caused deficiency in student’s learning. Now, studies in statistics concepts are covered in a wide range. But researches and studies toward natural science in elementary schools (how students read and explain diagrams) are still rear. This study is aimed to do some basic research, hoping the findings can be used as guides in teachers’ teaching, and also for publishers, when publishing students’ textbooks, be guidance for all publishers. The tools used in this study are based from the bibliographies content (Tests codes in the area of natural science), including 2 explanation levels, 2 types of scientific knowledge (based on the 92nd school year in material and life science textbooks, published by Newton publisher). In addition, it included questions which students encountered everyday (they didn’t need any scientific background), so they could answer those questions easily. Finally, surveys were given to students, to check on their life and learning experience. Pretests and modifications were taken, to make sure the outcomes to be significant and valid. The final test included 14 parts and 28 questions. Samples were chosen from grade 4 and grade 6 students in elementary schools in Nankang area (They had all used textbook published by Newton in the previous school year). Group testing were given to all students in order to find out how they understand and read diagrams in science courses. Based on goals and findings in this study, conclusions are as followed: 1. The tools used in this study, after pretest and modification by school science teachers and specialists, had found to be good content significance and validation. 2. In overall performance, 6th grade students outperformed 4th grade students in understand and explain statistical diagrams. However, both 4th and 6th grade students can explain and understand bar diagrams better than curve diagrams. 3. On tests of explaining statistical diagrams in school science courses, students performed better on explaining bar diagrams. However, curve diagrams seem to be easier for them when they need to explain the diagrams . When it comes to scoring, students performed better on life science than on diagrams in scientific knowledge. 4. Although students in 4th and 6th grade students are learning different levels of science knowledge in school, however, there is no significant difference shown on students’ test scores in bar and curve diagrams. Scores on different explaining levels also shown no significance; it doesn’t matter how diagrams are shown (bar or curve). 5. When students are in school science courses, if they had never got in touch with statistical diagrams before, their life experiences would affect how they read and explain the statistical diagrams. Finally, based on the findings in this study, hoping they can be used as guides in teachers’ teaching, and also for publishers, when publishing students’ textbooks, be guidance for all publishers.