An Action Study of Integrating Mission-based Learning into the Integrative Activities Domain

• Main Authors: Hsu Su-Chuan, 許素娟
• Other Authors: He Jun-Qing,Wen Ya-Hui
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/9n398z

碩士 === 國立臺東大學 === 教育學系(所) === 97 === This study was designed as an action research of integrating mission-based learning into the integrative activities domain. It was aimed to understand students’ perceptions and performance in mission-based integrative activities to analyze problems with applying mission-based learning into instruction of integrative activities and the effect of this learning method on students’ learning performance. The action research method was adopted. The research subjects were 10 first-grade students instructed by the researcher. The entire teaching process of each session was recorded. The collected audio data were transcribed and analyzed later after the experimental instructions were completed. During the research, data collected from field observation, interviews with students, students’ learning sheets and feedback reports, and discussions were also collected and analyzed. Research results were as follows: 1. In the process of integrating mission-based learning into the integrative activities domain: (1) Implementation of the curricular design that integrates mission-based learning into the integrative activities domain in the real life is feasible and effective. (2) The student-oriented curricular design that integrates mission-based learning into the integrative activities domain could help students construct the framework of the learning activities. 2. Problems of integrating mission-based learning into the integrative activities domain: (1) Students in lower grades did not have enough capability to write and express themselves. (2) The time for implementation of the courses was insufficient. 3. The effect of students’ self-learning: (1) In the aspect of learning attitude: They learned to learn in life. (2) In the aspect of learning achievement: They realized that the learning process is more important than changes of the evaluation result. (3) In the aspect of learning motivation: They developed from passive learners into active knowledge constructors. Finally, the above findings were concluded to provide a reference for school administration, teachers, and future researchers.