| Summary: | 碩士 === 國立花蓮教育大學 === 科學教育研究所 === 98 === SWOT analysis and Blue Ocean Strategy were introduced into education recently, but they were mostly used in school administration, and their usage in teaching and research were rare. The researcher applied SWOT analysis in teaching that focused on scientific applications to analyze the internal factors regarding to teacher's strength and weaknesses as well as the external factors regarding to students’ learning opportunities and threats. The researcher used Blue Ocean Strategy to enhance teacher’s strengths, to reduce teacher’s weakness, to create students’ opportunities, and to eliminate possible threats of learning.
This research took action research method to conduct science teaching that focused on scientific application in elementary school curriculum. The participants were 26 sixth-grade students, 12 boys and 14 girls in a rural elementary school in Yilan County. The technology equipment was sufficient and the administrative support was adequate for teachers in the case school. The researcher applied a school-based checklist that was designed for elementary school teachers to self-evaluate one’s professional development (revised from Lu & Lin, 2001), then combined with SWOT analysis and Blue Ocean Strategy as an instructional design framework to enhance strengths, to reduce weaknesses, to create opportunities and to eliminate threats. The action research included three teaching cycles to teach science units of leverage, the thermal conduction and electromagnetic effects. The researcher emphasized the importance of applying scientific concept and knowledge to daily life. Through this action research, children's abilities to apply scientific knowledge had been improved, and the researcher grew professionally after the action research.
The results showed that the combination of SWOT analysis and the blue ocean strategy in scientific applications helped the researcher focused on the problems arising from teaching and found directions and ways to solve problems.
This study found that students liked hands-on learning activities to design and make scientific toys, and they learned science knowledge from making scientific toys. The motivation varied based on the difficulty of content, the levels of guidance provided by the teacher, and the attractions of teaching activities. However, the integration of scientific application in daily life as a science teaching practice was accepted by most students.
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