| Summary: | 碩士 === 臺北市立教育大學 === 教育學系碩士班 === 99 === This research is aimed at discussing the effect of project-based learning when integrating resource learning into science field learning. The method is to teach fourth-grade student the “resource and transportation” chapter by project-based learning, and that to discuss if there are differences between project-based learning and general teaching, in terms of resource recognition, energy attitude and energy behavior.and scientific attitude.
The method of experimental research is adopted in this research. And the objectives are fourth-grade students of four classes in an elementary school in Sanchung, and among the four classes, two of them are experimental group and the other two are control group. There are pretests and posttests in both experimental groups. The tools are as follows: A questionnaire relating to energy cognition,attitude and scientific attitude.And the main findings are as following:
1. The students taught by project-based strategy and general teaching both advanced in their resource recognition. The experimental groups taught by project-based strategy has obviously more posttest points than the one taught by general teaching in the questionnaire relating to energy using, which means that project-based learning is more capable of improving learning effect, comparing to general teaching.
2. The group that instructed with project-based learning strategy performed better than the control group in the questionnaire relating to energy cognition,attitude after the experimental teach, which means project-based learning obviously can improve students’ energy attitude and energy behavior more easily.
3. Instructed with either project-based learning strategy or general teaching method, students are all improved in their scientific attitude.
Based on the findings,educators may choose appropriate project-based learning to fit units, and design appropriate teaching.
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