Implementing the web project based learning approach to guide students to investigate community tea culture: Using a group of fifth grade students from Taoyuan County as an example

• Main Authors: CHENG, SHAO-HSIANG, 鄭紹祥
• Other Authors: 陳佩正
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/48131433934327417135

碩士 === 國立臺北教育大學 === 自然科學教育學系碩士班 === 97 === This study tried to use the project based learning through internet (WPBL) to guide pupils to get to know more about the tea culture around the community, the final product was the report written by these participating pupils to produce a website to participate the local cyberfair. The main objectives of this study were: 1. to investigate the interaction process between teachers and their pupils during the PBL learning process. 2. to investigate the impact of such a learning community upon teacher’s professional development. The study was collaboratively done by this researcher and the information technology specialist on campus to guide the pupils to participate the local study competition during the cyberfair between September 2008 and March 2009. Qualitative approach was taken to do such an action research. The subjects under study were this researcher and fifth grade pupils taught by this researcher. He asked for volunteers to join the PBL project, and a total of six pupils formed the study group. We used to after-school hours on Wednesday and Friday to conduct the Web-based PBL. The researcher guided his pupils to explore the community context to study local anecdotes, to interview tea farmers, to have field study on sites, only to personally experience the new ways of learning to collect first hand data. Finally, these pupils worked together, under the guidance of the researcher and the information technology specialist to analyze, to synthesize all the original data they had obtained to produce a multi-media website to share their learning outcomes through internet. Major findings from this study were: 1. Teachers needed to change their teaching belief from the traditional teller to the new tiller, or the facilitator, to advance their pupils to learning energetically. 2. On-site visitations and authentic performance provided positive experience to raise pupils’ learning attitude. 3. The implementation of the PBL through internet provided opportunities to help teachers develop professionally.