| Summary: | 碩士 === 臺北市立教育大學 === 自然科學系碩士班 === 96 === This study aims to develop appropriate teaching schemes of science games integrated into lower grade life curriculum of primary school, and to discuss the practice and achievement of science games integrated into life curriculum.
Qualitative research is applied in this study, complemented with quantitative statistics. The method carried out in this study is action research, with second graders of primary school as the objects. Through the proceeding of teaching and learning, teaching plan has been revised continuously by the observation records from coordinative teachers, teacher’s reflection on his/her teaching, students’ learning work sheets and diaries. In addition, the questionnaire of students’ opinions after class is carried out, to explore students’ thought about the activities integrated with science games and to discuss if the activities are appropriate. For analyzing the data variously, the activity is complemented with video taping, interview, teacher’s reflection diary, observation records from coordinative teachers, student’s learning work sheets and diaries, and the questionnaires after class.
The results of study are as follows:
First, activities planned for science games integrated into life curriculum could be designed by referring to life curricula from different textbooks, by analyzing the Competence Indicators of Grade 1-9 Curriculum, and by referring to interesting activities of science games on the market. These activities have to be brought into learning by daily routine and surroundings, and to be easily made with materials on hand. Students’ learning in three different aspects, i.e. cognition, affection, and skill, has to be taken into consideration as well. Furthermore, students could understand simple science principles through games.
Secondly, during the practice of science games integrated into life curriculum, it has been found that: 1) for learning firmly, each individual student needs to have his/her own material; 2) teaching and learning steps need to be explained explicitly; 3) students’ potentials and creativities could be aroused through the entire activity; 4) during the process, students cooperate and share with each other to complete the work. On the other hand, teachers might encounter difficulties, e.g. spending more time on preparing the materials, and having to learn to accept the chaotic classroom from time to time.
Thirdly, through the process of action research with science games integrated into life curriculum, it benefits students’ acquirements of concepts, it promotes students’ interests in science learning and enhances their skills in manipulating toys, and it raises students’ science accomplishments and improves teachers’ professions.
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