The Impact of POE Teaching Strategy on the Motivation of Learning Science in the Third Grade Class

• Main Authors: Yu, Hsiu-Hsuan, 游岫萱
• Other Authors: Wanchu Huang
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/81486841474491691512

碩士 === 臺北市立教育大學 === 科學教育碩士學位學程 === 97 === The purposes of this study were to investigate the impact of Prediction－Observation－Explanation (POE) teaching strategy on: (1) The third graders’ inclination to A, R, C, S motivation toward learning science. (2) The different gender of third graders’ inclination to A, R, C, S motivation toward learning science. (3) The high and low achievement of third graders’ inclination to A, R, C, S motivation toward learning science. This study was based on the quantitative and quasi-experimental research. The samples were two homogeneous third grade classes in a school of Taipei County; seventy students were included as participants. The experimental and control group were assigned randomly. The experimental group was instructed by POE teaching strategy edited by the researcher. And the control group was taught according to the text book, workbook, and the teaching guide. There were two units of teaching content “Magnet Toys” and “Air and Wind”. Students received instruction of three class periods per week for eight weeks. “The Test of Inclination of Learning Motivation toward Science (TILMS)” designed by Yu-Ming Hsu (2008) was adopted as a research tool. Both groups were pre-tested by the “TILMS” and post-tested after the teaching activity was given. The pre-test and post-test data were analyzed by SPSS for descriptive statistics, and by the one-way ANCOVA to compare the pre-post test differences of (1) the experimental group and the control group, (2)different gender of experimental group, (3)high and low achievement of experimental group. The findings were as follows: (1) the “TILMS” scores of experimental group were higher significantly than the control group, the first subscale “ attention” and the second subscale “relevance” were also statistically significant (p<.05), and there were no significant differences between the two groups in the third subscale “confidence”, and fourth subscale “satisfaction”. (2) The post-test scores of experimental group were higher than pre-test for both genders, but there was no significant difference between genders of the experimental group. (3)within experimental group, the higher achievement students had significant higher “TILMS” scores than the lower achievement students, and the first subscale “attention”, third subscale “confidence” and forth subscale “satisfaction” scores were also statistically significant (p<.01). And there was no significant difference on the second subscale “relevance”. According to the result, the researcher concluded: (1) POE teaching strategy may intrigue students’ attention. Students had the awareness what they learned from science class were connected to their daily life. Generally speaking, POE teaching strategy had a certain amount of effect to promote students learning motivation. (2) There was no significant difference between the different genders of experimental group about “learning motivation in science”. Therefore, POE teaching strategy may be helpful to motivation. (3)POE teaching strategy may be helpful for promoting the attention and interest of high achievement students. Students got the successful experience and self-confidence in the process of learning. They can also get satisfaction in the good circulation.