| Summary: | 碩士 === 國立高雄師範大學 === 物理學系 === 95 === This study is an instruction of teaching hands-on science, mainly focused on physics concepts, through storytelling. In the course of interacting with preschool children, teachers conduct discussions on scientific connotations within stories and hands-on activities. Besides story listening and hands-on activities, preschool children are expected to obtain the opportunities of practical manipulations which will induce their curiosity around the world. Their manipulating experiences are thus transformed into knowledge.
The purpose of this study is to explore the feasibility and validity of application of the course “Hands-On Science through Storytelling” to preschool curriculum in science domain. We adopt the methodology of action research, meaning teachers are also researchers, in two kindergartens. According to the purpose of this study, the information are collected and analyzed explanatorily through interviews, video-taping, teacher’s journal, and feedback from parents. The conclusions are as follows:
1 .Children’s behavior during the class
(1) Children could reply teacher’s questions during teaching.
(2) Children appear different types of interactions.
(3) Children could feel immediate satisfaction through manipulating the works they create.
(4) Hands-on activities provide children the opportunities of solving problems.
(5) Children could create different ways to manipulate.
(6) Children could observe particularly.
(7) Children’ thinking process is similar to science development progress.
(8) Some children could respond the questions within the story that conforms to scientific thinking.
2. Researcher’s professional growth
(1) Could design proper hands-on equipments suitable for children’ manipulating.
(2) Could construct curriculum suitable for actual behaviors.
(3) Could modify teachers’ teaching behaviors.
(4) Could control the topic better on the discussion of scientific connotations within the story.
(5) Could guide children to in-depth discussion.
3. The feasibility of “Hands-on Science through Storytelling.”
(1) Teachers support the course of “Hands-on Science through Storytelling.”
(2) The course “Hands-on Science through Storytelling” do help children’ learning.
(3) The course “Hands-on Science through Storytelling” could enhance the interaction with parents.
(4) Children love hands-on science.
According to our result, we present suggestions in the aspects of teaching, hands-on science through storytelling, future research, and hands-on science training for pre-service teacher.
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