| Summary: | 碩士 === 臺北市立教育大學 === 自然科學系碩士班 === 97 === The purposes of this research were: (1) to probe into the influence on the learning achievement and attitude of sun observation in spatial construction teaching strategy for the students in elementary school; (2) to recognize the learning achievement and attitude on sun observation of student with different spatial ability; (3) to suggest the teaching method on sun observation.
The research employed qusai-experimental design. The instruments employed in this research including the spatial ability test, the paper-and-pencil test of sun observation and learning attitudes scale. The item analysis and pilot study of all tests were conducted to determine the reliability and validity, and promote the quality of this research. The researcher experimented on 4 classes of 133 students with sixth grade from one elementary school in Taoyuan County. 65 students in two classes were assigned to the experimental group applied spatial construction teaching strategy, and 68 students in other two classes were assigned to the control group applied general teaching method. Students in a class were classified as being of high- or low-ability group according to their performances on the spatial ability test. High- and Low-ability students scored upper and lower 50% mean score of all students. Then the researcher examined the differences between high- and low-ability group, spatial construction teaching strategy and general teaching method on the performance of the achievement test and learning attitudes scale of sun observation. Two groups were administered the pretest one week before the experimental treatment. After six sessions’ instruction, all students accepted the posttest. The data were analyzed by one-way ANCOVA. The effectiveness of the teaching strategy and the spatial ability were independent variables, the scores of pretest were the covariates, and the scores of
posttest were dependent variables.
The main conclusions of research were as follows:
1.Students learning by spatial construction teaching strategy performed significantly better than the learning by general teaching method on the posttest of the achievement test and the attitude scale of using teaching aids and experiment tools. The performance of two groups’ students indicated no significant difference on the posttest of the scale of learning attitude.
2.Students with high spatial ability in experimental group performed significantly better than those with high spatial ability in control group on the posttest of the achievement test and the attitude scale of using teaching aids and experiment tools. The performance of two groups’ students indicated no significant differences on the posttest of the scale of learning attitude.
3.The performance of low spatial ability students between experimental group and control group indicated no significant differences on the all posttest.
4.In experimental group, students with high spatial ability did perform better than those with low spatial ability on the posttest of achievement test. The performance of students with high- and low-ability indicated no significant differences on the posttest of the scale of learning attitude and the attitude scale using teaching aids and experiment tools.
5.The performance of students with high- and low- ability in control group showed no significant differences on the all posttest.
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