The study of the influence in questioning ability of fourth grade elementary students after practicing science writing heuristic

• Main Authors: Ya-feng Yang, 楊雅鳳
• Other Authors: Hung-Yi Lin
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/59762868773990950535

碩士 === 國立臺南大學 === 材料科學系自然科學教育碩士班 === 96 === In science education, most teachers mainly focus on student’s observations and experiments during teaching. However, the science writing, which develops individual thinking through reading and writing, has gradually gained an attention to recent science teachers. As a result, the change in this science ideology have brought in some good impacts on the current science education. Different from general science writing, science writing heuristic emphasizes exploring student’s ideas which are guided by teacher’s designed thinking module, and train students to cultivate their observation skill and help them move into active thinking. In addition, raising good questions can lead students to explosive thinking and is a key for problems solving. In this study, we focus on the influence of science writing heuristic technique to the fourth grade students of nature and life technology in the elementary school. The student’s questions were analyzed for the indication of progress. In this research, both qualitative and quantitative methods were used, and the target students are from two classes. During the teaching and learning process, researchers collected pre-test and after-test portfolios, work sheets, students’ diaries, video clips, teachers’ memoranda, interview records, questionnaires and other related documents. The triangulation analysis method was then used to analyze the data. The result shows most students having great interests in this teaching strategy and improving their questioning skill as well as their academic performance. However, a proper arrangement of the class hours is one of the big challenges. Finally, the result suggests that the teaching method can be applied in certain course, and it might improve students’ thinking, judging and questioning abilities. Suggestions are provided for other teachers who may adopt this teaching strategy.