An action research on museum learning—The case study of elementary school teachers' design of museum worksheets.

• Main Authors: Hsien-Yi Chang, 張仙怡
• Other Authors: Yi-Chun Tsai
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/57700792052698898819

碩士 === 國立暨南國際大學 === 成人與繼續教育研究所 === 94 === The purpose of this study is to explore the evolution process of museum learning. The sample of this study includes teachers from Shin-Shin Elementary School (pseudonym) in Taichung County, Taiwan. The researcher use the following of ways to collect museum leaning data: interview, seminar, meeting, and dialogs. According to above ways of collecting data, museum work sheets are designed. Each action strategy includes implement, retrospect, and feedback. The findings of this study are listed as follow: 1. To know the way the teachers in the research team design museum worksheets and how they connect Nine-year Consistent Curriculum. Below topics are accessed by museum worksheets: (1) The museum worksheets should relate to students’ living experience. (2) Effective learning of worksheet is developed in this study. (3) Museum worksheet can apply to other grades. (1-6 grader in elementary school) (4) Objective and inter-discipline learning are emphasized in this study. (5) The opportunity for multiple performances of students is developed. 2. To know the problem and solutions of teachers in the research team when they design. (1) Priorities should not out-numbered. (3-5 per worksheet. ) (2) Use internet to design museum worksheet is encouraged. (3) The museum worksheet should coordinate with related targets. (4) Museum worksheets are not necessarily written at site. 3. To know the thoughts and changes of teachers in the research team. (1) Modify strategy up to date. (2) Teacher’s willing to participate is according to their emotional orientation. (3) To establish a mutual relationship between museum and school is essential. (4) The value of assistant-researcher should be confirmed. (5) To establish a learner-community and empower for teachers in the school. (6) To establish a share system in the research team is essential.