| Summary: | 碩士 === 國立新竹教育大學 === 人資處應用科學系教學碩士班 === 94 === The purpose of this study was to examine the effect of eight Interactive Historical Vignettes (IHVs) on promoting 5th-grade students’ understanding of the Capability Index of the Nature of Science (NOS) through an action research, and to understand the possible difficulties that teachers might encounter in developing the IHVs, as well as the strategies that are helpful to solve those difficulties. A total of 34 5th-grade students were invited to participate in this study. The research instruments included the Nature of Science Questionnaire, the Preference of IHVs Curriculum Questionnaire, interview, and classroom observations. Data sources also consisted of researcher’s reflexive journal, field notes, videotapes, and students’ documents. SPSS 10.0 statistic software (t test) and percentage were used to analyze the quantitative data, and constant comparative method was used to analyze the qualitative data. The results indicate that 5th-grade students’ understanding of the Capability Index of the Nature of Science(3-3-0-1、3-3-0-3、3-3-0-4)were not enough before the IHVs teaching. After one semester of eight IHVs teaching, students’ average posttest score of the Nature of Science Questionnaire were significantly higher than average pretest score, however, students’ understanding was still less than optimal. The possible difficulties that teachers might encounter in developing the IHVs include: the story may not necessarily attract the student; only a small number of students are willing to participate the discussion; student may not understand the story; the story may inevitably contain the difficult science concept; and students may not focus on the NOS concepts behind the story etc. The strategies that are helpful to solve those difficulties include: chose appropriate teaching strategies (e.g. role play, experiment etc.) according to the content of the story; understand students’ ideas through students’ feedback sheets; let students read the story before the teaching and discussion; use daily life experience or example, graphic, animation, demonstration to help students understand the difficult science concept inevitably contained in story; and develop the discussion question according to the NOS concepts behind the story etc.. Most of the students like science story, and think that the science story is helpful for learning the science concepts. Finally the implications of the results will be discussed.
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