| Summary: | 碩士 === 國立東華大學 === 課程設計與潛能開發學系 === 99 === Problem solving is an important issue in science education. However, it is mostly explored and disscussed in academic researches and not implemented usually in schools. During the experiment instruction, lots of science teachers only introduce the experimental procedures and equipments, they spend less time to encourage students to involve problem solving into the experimental activities. According to the technology development, multimedia instruction is gradually welcomed by students. It not only could enhance the students learning interest but also stimulate students to reflect on the theme of learning.
The purpose of this study is to investigate the effect of science movies on elementary students’ problem solving in experimental activities. Quasi-experimental design was used in this study. The subjects were 89 fourth-grade students belonged to three classes in I-Lan County. These three classes were taught by the same teacher in two units; however, each class was used by different teaching method: science movies integration instruction, normal experimental films integration instruction and experiment steps introduction only.
The pre-test of the students’ problem solving ability and learning achievement showed that the students abilities among the three classes were homogeneous. The students who took science movies integration instruction got the highest score significantly in the post-test of problem solving ability, especially focused on problem finding, idea finding and solution finding (p< .001). During the individual interviews, the students expressed that they had ever intended to or tried to solve the problems in everyday life by themselves after the science movies integration instruction. In addition, the students who took the science movies integration instruction had significant improvement ( p< .001) in the post-test of learning achievement. It implied that science movies integration instruction could enhance students’ problem solving ability, and it would not hinder students’ science learning.
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