A Study about the teaching effect of the Teaching Material and Methodology of Natural Science on Early Children

• Main Authors: Kai-Chu Chang, 張凱筑
• Other Authors: Chen-Ming Chen
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/09745774660294594400

碩士 === 樹德科技大學 === 幼兒保育學系 === 96 === This study aims to examine the teaching effect of the course “Teaching Material and Methodology of Natural Science on Early Children” selected by pre-service teachers. The subjects of the current study consist of 45 college students in the fourth grade. The methods of data collection include quantitative surveys and qualitative semi-structural questionnaires and interviews. The results reveal that firstly in terms of the fundamental scientific qualification of the students in the department of early children care, those who enrolled in this class perform significantly better than those studying in the night school of a certain college of technology from the perspectives of life science, health science and STS. Secondly, the difference of the pre-test and the post-test on the parameter of PSTE of students’ belief in the teaching effects of pre-service children care teachers is significant and so is the parameter of STOE. However, its difference is not significant. Thirdly, the self-evaluation sheet shows that firstly in light of students’ understanding of relevant scientific theories, what is the most efficiently acquired is “Understanding the theories of the science games in practice this semester” while the weakest acquisition is “Understanding the theories of the design of scientific teaching plans.” Secondly, as to the ability of designing scientific process courses, what students acquire the most in this parameter is “improving the ability of use of general products in daily life to make scientific teaching aids” while the least is “the ability of solving the relevant scientific problems raised by early children.” Thirdly, regarding the change of the attitude towards natural science, what changes the most is “the elevation of self-interest in science” and “lowering the anxiety of science” while the least is “when facing scientific problems, you tend to understand the scientific theories and do not feel troubled.” Fourthly, in terms of the change of teaching attitude towards early children’s natural science, the most obvious change is “increasing their interest in science games” while the least obvious change is “being able to help early children coordinate the new and the old information and experience.” Fifthly, as for the learning situation of the acquisition of science games, the scientific theories which students can understand best are “Water Rocket” and “Balanced Bird” whereas the most difficult one is “Diving Scope.” Sixthly, the learning effect of students with different levels of believes in pre-service early children care teachers’ teaching effect on science. Seventhly, the results of the analysis on the subjects’ term evaluation reveal: 1. Science games help subjects build confidence and motivation in early children’s education of natural science; 2. Science games build the subjects’ belief in science; 3. Science games are suitable for early children’s scientific education; 4. The science teaching theories “learning circle” and “conception map” offer concrete directions for the design of teaching plans on early children’s natural science courses; 5. The sharing, feedback and video-taping of the teachers on the spot are helpful for students to understand the real situation of teaching; 6. Subjects are aware that they are capable of designing preliminary natural science courses but when it comes to real teaching, they feel unprepared; 7. Subjects think it is important to be equipped with relevant scientific fundamental knowledge. The current study suggests for future studies firstly in terms of subjects, future relevant studies can include pre-service early children care teachers in other colleges of technology or education universities. Secondly, as for the research topics, due to the limit of research time, it is suggested that researchers who are interested in this topic may further investigate this issue to offer more references for teacher-development. Thirdly, regarding research parameters, the parameters which can influence the belief in teachers’ teaching effectiveness are considerably many, future studies may include more parameters for more discussion. Fourthly, in light of the development of the evaluation instrument on teaching believes, the further studies may focus on teaching believes of different levels and students’ performance so as to understand. In terms of the suggestions to teaching practice, first of all, it is better to provide more chances of simulated teaching, keynote speeches and teaching videos in order to help students better their teaching expertise. Secondly, it is advised to use science games in early children’s science learning activities. Thirdly, it is better to use learning sheets to facilitate students to do reflection. Finally, we should help students enhance their believes in the effect of the scientific teaching to early children.