The Influence of Project-Based Learning on the Scientific Attitudes and the Creativity of Elementary Students

• Main Authors: LU YI JEN, 呂意仁
• Other Authors: 呂錘卿
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/13657484680650390916

碩士 === 國立臺中教育大學 === 課程與教學研究所 === 96 === The purposes of this study were as follow: (1) to explore the effect of Project-Based Learning on the scientific attitudes of elementary students. (2) to explore the effect of Project-Based Learning on the creativity of elementary students. (3) to explore the instructional process of Project-Based Learning given in science in the elementary school, and apply the method to the actual teaching situation. The design of this study was the Ouasi-experimental design. The subjects were six-grade students from two classes at Sunlight Eelementary School in Taichung City. In one class purposive assigned to the experimental group, and the other class was assigned to the control group. The experimental group was proceeded project-based learning in science class; in the other sides, the control group learned in science class by traditional learning methods. Finally, the research used “Scientific Attitudes Scale” and “Creativity Assessment packet” on both experimental and control groups to compare the scores of pre-test and post-test, and the data obtained were analyzed by t-test and one-way analysis of covariance. The major results can be drawn as follow: 1. After implementing project-based learning, experimental-group students promote their enjoying inquiry, curiosity, accurate proof of “Scientific Attitudes Scale” and their scientific attitudes. 2. After implementing project-based learning, experimental-group students enhance their openness, originality, headline, curiosity, imagination, creativity, and whole creative thinking, and the tendency of whole creativity. 3. The project-based learning was divided into four stages, preparing stage, planning stage, operating stage, and evaluating and feedback stage. All students can fulfill the tasks of every stage. Furthermore, most of students take positive attitude toward project-based learning. Further to the conclusion, several suggestions were presented as a guideline to the application of project-based learning on elementary students and to the reference of future development of the related field of research.