The Impact of Science History of Flight on Young Children’s Science concept, Science Attitudes, and Scientific Creativity

• Main Authors: Chih-Ya Pan, 潘智雅
• Other Authors: Shu-fang Chen
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/j5j4wb

碩士 === 國立臺東大學 === 幼兒教育學系碩士班 === 98 === The study aims to explore impact on young children’s concept of flight, attitudes toward science and science creativity after they received science history instruction. The research method adopted Single-Group Pretest-Treatment-Posttest Design of Quasi-experiment. Three measurement tools are used including “Evaluation for Concept of Flight” , “Scale on Attitudes toward Science” and “Evaluation on Modifying Scientific Toys”. The participants are 18 children from a mixed-age class of a kindergarten in Taipei City. Within two months, 16 sessions with the theme of flight in science history were held. The data was analyzed by means of dependent sample t test and MANOVA in addition to qualitative data including video/audio data, interview records, observations and student learning portfolios. The research results indicate that children’s scientific concept, scientific attitudes and scientific creativity have significant improvement after participating in the science history project concerning “the structure of aircrafts”, “what is power?”, and “funny airflow.” This reveals the inclusion of science history in thematic curriculum can promote children’s science concepts of flight. A similar effect is found in children with different age and gender. Children’s attitudes toward science varied before the project. Those who had lower score showed a lower performance in all nine aspects of scientific attitudes. In the domain of scientific creativity, children perform significantly better on “reconstruction process” and “finished product” after participating in the project. Although some children who had weaker concept of flight gave naïve answers in the beginning, all of the children were motivated to solve the problem with basic understanding of related scientific concepts. However, they are not able to elaborate why the problem is fixed.