| Summary: | 碩士 === 國立新竹教育大學 === 數理研究所(自然組) === 99 === Abstract
This study had the goal of exploring factors in collaborative learning associated with elementary students’ intellectual risk taking (IRT) in science course. This study used the nonequivalent pretest-posttest control group design of quasi-experimental methods. The participants were 128 students from four sixth-grade classes in the elementary school author works for. Two of the four classes were assigned randomly as the experimental group while the others the control group. Collaborative learning and traditional teaching models were used to teach students two science topics in a period of thirteen weeks. The study utilized IRT reports, video recording, observation records, learning sheets, inter-group assessment, and self assessment to collect data as reference to the change of students’ IRT.
The findings were as follows.
1. As a whole, six-grade students’ IRT are pretty high.
2. Students’ ethnographic factors (born by new immigrants, the order among siblings, where their ancestors are from, home education model, personality, and social economic status) had nothing to do with their reports on IRT.
3. Collaborative learning model could significantly improve student’s IRT.
4. Collaborative learning was better than traditional teaching model in improving students’ IRT.
5. Among factors in collaborative learning that will have influence on students’ IRT, group assignment strategy was of the greatest importance, the second was role assignment within the group, and the others were the honor of group and the significance of time of classes.
Based on the findings, the author also made some suggestions for teaching strategies and subsequent research.
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