| Summary: | 碩士 === 臺北市立教育大學 === 課程與教學研究所碩士班 === 99 === The aims of the action research are to examine the process of the nanotechnology teaching activities for the fifth grade students. The researcher conducted nanotechnology teaching activities on her own class of fifth graders. According to the observation of student’s performance in the classroom, student’s writing assignments, collaborative feedbacks from peer teachers and the researcher’s self-reflections, the problems of implementing nanotechnology teaching and the ways to improve them are explored in order to enhance, the appropriateness of the design of the nanotechnology teaching activities in the Joy elementary school. Researcher integrates the information from the study into the refinement of teaching nanotechnology. Through continuous course of action, it can help resolve the practical problems of teaching in the field and to enhance professional growth and reflection. The findings of the research are as follows：
1.In the elementary school, teachers may teach nanotechnology by observing lotus effect, iridescent effect and other nano-phenomena in the nature environment.
2.Some adjustments of the unit order, teaching activities and time arrangement are needed when sequence and continuity in the nanotechnology teaching activities are taken into consideration.
3.Multimedia instruction method, inquiry and discovery teaching, cooperative learning and other diverse teaching methods may promote students to learn the elementary concepts of nanotechnology.
4.After the nanotechnology teaching activities, the fifth graders improve their concepts of the nano-phenomenon in nature, nano-scale conversion, the surface effect of nano-materials, the history of nanotechnology, the significance of nano-mark and the pros and cons of nanotechnology.
5.The classroom interactions and feedbacks of the fifth graders have shown positive attitudes toward the study of nanotechnology.
6.Teachers may attend the themes of nanotechnology lectures, study, or utilize relevant web resources and books to enhance the ability of teaching nanotechnology.
Finally, this study provides some suggestions to promote the nanotechnology teaching activities design, understanding of students’ abilities, and assessment strategies in the elementary school.
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