Implementing the theory of learning styles to improve students' learning attitude toward and learning achievement of Social Studies Learning Area

• Main Authors: Huei-Luen Huang, 黃慧倫
• Other Authors: Nay-ching Nancy Tyan
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/68528228328840184265

碩士 === 國立臺北教育大學 === 國民教育學系碩士班 === 95 === In order to improve elementary school higher graders’ learning attitude toward and learning achievement of Social Studies Learning Area, the researcher designed and conducted instruction and assessment activities with varied styles based on the theory of Leaning Styles and the curriculum framework of Social Studies Learning Area. Besides, the researcher investigated the difficulties and solutions during the research process and the professional development that the researcher has experienced. The researcher conducted this action research study on one of her sixth grade classes of a Taoyuan County elementary school during the first semester of 2006. To estimate instructional effects and modify instructional activities, the researcher collected data through the instructor's self-reflection notes, observation record on the teaching spot, students' reflection and interview records, learning attitude scales, and style-rich worksheets. The results were summarized as follows: 1. There were a lot of factual information in Social Studies Learning Area curriculum. Besides, before the researcher started this action research study, the teacher’s teaching stressed the direct teaching, and the assessment stressed the repeated practicing. The curriculum, teaching and assessment were all “mastery style” in attribute. 2. Post-test scores of leaning attitude scales on self-efficiency, value, and learning interests were significantly higher than pre-test scores. 3. Post- test grades of style-rich worksheets on style-commanding and knowledge- applying were significantly better than pre-test grades. 4. To design style-rich instructional activities, teachers have to establish the theme of the curriculum, then take this as the core and embark as far as possible from student's experience of life. Moreover, the idea sequence of instructional activities was as follows: interpersonal style, mastery style, self- expression style or understanding style. And then it can improve students’ learning attitude and learning achievement effectively. 5. Utilizing the individual practices and the cooperative practices inter-changeably can not only let the students act according to their own abilities, make the response to the foreign stimulating situation, unfold their potential, but also let them have the opportunity to contact other ideas, and then train their weak styles. 6. Through the process of this action research study, the researcher tasted the sweetness of professional development, and built up self-confidence and self-recognition. Based on the result of the study, some conclusions and recommendations for teachers and future studies were made in the last part of this paper. Keywords: learning styles, Social Studies Learning Area, learning attitude, learning achievement, action research