| Summary: | 碩士 === 國立臺中教育大學 === 科學應用與推廣學系科學教育碩士班 === 97 === The purpose of this study was to explore how the science teacher perceives students’ learning difficulties, develops applicable teaching strategies to solve the problems, and at the same time to help increase teachers’ professional growth in practical teaching by way of action research. The research project was employed in an elementary school in Taichung city. Three classes a week, 34 third-grade students were observed in 10 activities from three chapters for 3 months. Teaching journals, interviews before and after class, questionnaires after class, observations from co-researchers, collecting references, conclusions and data analyses, were used to realize students’ learning difficulties and modify researcher’s teaching designs, which are beneficial to his teaching capability and specialty.
Results show that several useful strategies can be used to perceive students’ learning difficulties, including: (1) using references and interviews associated with teaching materials before the class; (2) observing students’ responses, interactions between teachers and students, students’ answers, and teachers’ self-examination during the class; (3) studying the questionnaires, interviews, and teaching journals after the class.
Several strategies are suggested for teachers to employ when finding students’ learning difficulties, including: (1) designing activities which are easy to handle and observe by realizing learning difficulties and considering student's alternative framework; (2) employing analog or conflicting strategies accompanied with sequential teaching works, i.e., leading, focusing, questioning, and encouraging students’ thinking and responses; (3) finishing the activities completely, discussing, reasoning, and finding explanations for the results.
Finally, this study collects all the self-reflection of the researcher and brings in several suggestions which could be useful for science teachers , publishers and for further research.
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