以寫作鷹架促進國小六年級學生專題理解之研究

• Main Authors: Tsai, C. S., 蔡承憲
• Other Authors: Chin, C. C.
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/82966742283020055749

碩士 === 國立臺中教育大學 === 自然科學教育學系碩士班 === 94 === Summary The objectives of the current study are to develop internet teaching models for Science Curriculum of elementary school, and to build up the internet teaching environment for specific topic based upon Scaffolding theory. The study subjects consist of 34 6-grade elementary students in an elementary school in Taichung City. The learning process includes internet network learning activity on the topic of water resources and writing-scaffolding worksheet. The qualitative methods include interview with unstructured questionnaire, writing-scaffolding worksheet, conceptual drawing, etc. The quantitative methods consist of t-test to examine the differences before and after the teaching activities and statistical model to analyze data. Under the study objectives and research methods, the main findings are as follows: 1. During learning activities on the topic of water resources, students’ main behavior to search for information is through keyword as the beginning step. With the aid of information-seeking strategies and writing-scaffolding worksheet, the students have significantly improved on seeking, choosing, and integrating information of the specific topics during the learning process of writing reports for a specific topic. 2. During the learning process on the topic of water resources, the students make improvement on the ability of reading, writing, and comprehension about the topic through the guidance of writing-scaffolding worksheet. Most of students perceived that the learning process improved their knowledge. 3. During the learning process on the topic of water resources, the students learn the model of group decision-making and are eager to have group discussion during the process group cooperation and discussion. Students have high reputation on the group discussion. 4. Based upon Scaffolding theory to build up network teaching models for specific topics and Writing-Scaffolding teaching models, these teaching models in the current study consist of five elements: (1) setting-up dataset for the purpose of monitoring by instructors, (2) writing-scaffolding worksheet according to teaching or learning objectives, (3) cooperative learning on specific topic through group cooperation learning or discussion, (4) practice or learning to make improvement on information seeking skills using internet, and (5) knowing how to get knowledge on specific topic using internet. According to the findings of the study, we will propose four suggestions. First, learning experiments for different topic should be done in different age groups. Second, different methodologies should be applied to explore the effect of learning on specific topics. Third, indicators for evaluation the ability of children on specific topics should be developed. Last, dataset for learning on specific topics should be set up for future research.