| Summary: | 碩士 === 臺北市立教育大學 === 歷史與地理學系碩士班 === 98 === The purpose of this study was to explore the effectiveness on academic achievement, learning interested and creative ability among applying “Mandala thinking pathway teaching” and “traditional instruction teaching” in teaching the social studies for elementary students .
Based on the quasi-experiment design, the method of nonequivalent pretest-posttest control group design was performed in the study . The samples were 62 students of two classes selected from fifth grade classes at Wen-Hua Elementary School in Taipei .They were assigned into two groups as “experimental group” (mandala thinking pathway teaching) and “control group” (traditional instruction teaching).
Fristly, the quantitative analysis was to investigate the effectiveness of these two teaching methods with the scores of social studies test. Secondly,the satisfaction degree of students who were taught by mandala thinking pathway teaching was found in mandala thinking learning questionnaire. Finally, this study used the qualitative method to analyze the open questions of mandala thinking learning questionnaire to realize students’ feelings after taught by mandala thinking pathway teaching .
The major findings were summarized as following:
1.Mandala thinking pathway improves students’ academic achievement.
2.Mandala thinking pathway motivates students’ learning interested.
3.Mandala thinking pathway promotes students’ creative ability.
4.Many of students enjoyed the mandala thinking pathway and gave a positive feedback towards the teaching methods.
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