| Summary: | 碩士 === 國立花蓮師範學院 === 科學教育研究所 === 94 === “The Grade 1-9 Curriculum Guidelines” is the theory basis in this study, which blending with the ideas of the school-based curriculum, taking the students as the subject, using life experiences as the core of this study. For improving students’ comparison and classification abilities of process-skills, the teaching plan was designed to combine the community resources, the school’s characters, the students’ living environment, and also their life experiences.
The study adopting both qualitative and quantitative research methods were taken. The subjects of this study are fifty-nine fifth grades elementary school students, who are divided into the experimental group and the control group. The quantitative tools include two questionnaires: the Science Process Test (SPT) and the Comparison and Classification Test of Scombroid and Carangid (CCTSC). The qualitative information came from the students’ learning situation by interview, the students’ comprehension of the comparison and classification of Scombroid and Carangid by learning sheets. To use t-test analyzes the control group and experimental group students’ before and after carrying the curriculum on the comparison and classification abilities significant difference. And it’s also aimed at the experimental group’s sex and learning achievement to see if there are significant difference before and after using the curriculum. Then take the qualitative information as assistant to explain the results of quantification analysis.
The study result shows that there are no different abilities of comparison and classification between the control group students and the experimental group students before using the school-based curriculum. After teaching the curriculum, the experimental group students’ CCTSC obviously better than the control group’s students, but there is no signification on SPT and on the comparison and classification abilities of SPT. For aiming at the experimental group’s sex and learning achievement, there is no signification, too. Although the curriculum, which was taken in this study, didn’t bring some obvious improving results on SPT and on the comparison and classification abilities of SPT, but it did happen on CCTSC. For this reason, the researcher regards the school-based curriculum has the improving effect on students’ comparison and classification abilities.
In the study, the researcher will develop a teaching model, and aim at the study results to bring out deeply discussion. Finally, the researcher provides suggestion for curriculum design, teaching materials compose, and future study directions.
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