The Impact of Problem-Based Learning Teaching Model on Third Graders’Science Concept Learning and Group Communication Processes.

• Main Authors: Chen-Hung Hsieh, 謝禎宏
• Other Authors: Kun-Yuan Yang
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/56897153141797430392

碩士 === 中原大學 === 教育研究所 === 94 === The main goal of current study is to design a Problem-Based Learning teaching model that is appropriate to third graders. It also modifies the instructional content of the selected edition of the Nature Science and Living Technology to fit both curricular objectives and related factors of teaching model proposed in the present study. Based on the teaching model and research questions, we adopted the open source free software packages and optimal hardware equipment to set up a “Computer-Assisted Problem-Based Learning System (CAPBLS),” to investigate the process of Conceptual Learning, team cooperation and users' satisfaction on the third-graders taught by employing Problem-Based Learning teaching Model. After summarizing the research results, we then provide suggestions and improving guidance to other educators for reference. To reach the goals aforementioned, this study was conducted in some elementary school. Third-graders were used as research objects and divided as five groups by S-type grouping method based on their average grades. This study employed unequal group quasi-experimental design and content analysis method, mainly quantitatively, secondly qualitatively. Quantitatively, we used conceptual mapping grading method to acquire the pre-test and post-test score and conducted the “Analysis of Covariance (ANCOVA)” to analyze data. Qualitatively, we collected data by observation, questionnaires, and semi-structural interviews. During the learning period, the topic of problem-based learning model was Water-Resource that had been incorporated with CAPBLES as Computer-Assisted Problem-Based Learning Model. We collected data from students on computer platforms. Finally, we analyzed students' discourses happened in chatrooms by cooperative learning grading rubric to further investigate the processes and effects of cooperative learning within group activities. The instructing period lasted two months. We took two groups to analyze and demonstrate the experimental effect, represented as Gpa and Gpd. The conclusions of this study are listed as the followings: 1. After post-test, ANCOVA on conceptual learning of the experiment group shows different significantly; the Cohen's effect size is medium to large (f=0.39). This shows that teaching model of CAPBLS is helpful in conceptual learning for the students in experiment group. 2. Gpa can be regarded as a peer-tutor learning style. They take turns to be the leader who would like to provide abundant knowledge and experience and discuss with others. Small group cooperative learning tends to be able to argue with others for their own view points and opinions as well as to provide evidence to explain the encoding types. The amount of persons participating in discussion increases gradually. 3. Gpd can be regarded as a dependent learning style because one specific student takes the lead in discussing, organizing and assignment. Small group cooperative learning tends to be able to argue with others for their own view points and opinions as well as to provide evidence to explain the encoding types. The difference from Gpa is that they reach the consensus on more aspects. 4. Gpa's score in small group cooperative learning increases firstly and then decreases in later discussion sessions because of the lack of discussion. On the contrary, the amount of persons in Gpd increases; therefore, cooperative learning behaviors increase and then influence on small group learning effect. Gpa gets the score of 3 in small group cooperative learning; its group size is bigger than 3 persons. Gpd gets the score of 3 to 4, higher than Gpa's; the reason behind this is having less argument. Gpd's score in small group cooperative learning is gradually increasing, indicating that interactions within group can enhance small group cooperative learning. 5. In experimental group, both discussion pattern and encoding amount increase in cooperative learning processes, indicating that CAPBLS teaching model can enhance the cooperative learning effect. 6. In satisfaction analysis, it is positive for the evaluation on using both Water-Resource course and CAPBLS.