A Preliminary Study on Children's Science Learning Experience Based on the Philosophy of Waldorf

• Main Authors: Shih-Chi Wang, 王詩淇
• Other Authors: Chuan-Cheng Kao
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/06851181821861609086

碩士 === 國立臺北教育大學 === 幼兒與家庭教育學系碩士班 === 100 === This study aimed to explore children’s perception and feelings during their learning processes through learning experiences from science activities in a Waldorf kindergarten. The subjects of this study included 8 children of the researcher class, partner teacher and the researcher. The teaching activities were selected such as art activities, Morning Circle activities, plant dyeing activities, and outdoor activities. The research period was from Feb, 2010 to June, 2010. Data collection included observations, interviews, field notes and related documents. The research findings were as follows: 1.The regular lives and repeated activities in Waldorf education were helpful for children to build their sense of achievement. 2.Teachers had to create a developmentally appropriate and learning environment, and be “role models”. 3.The emotion education in Waldorf education can nourish children’s minds and help to improve ability to observe. 4.The children’s willpower practices and autonomous learning which Waldorf education stressed on were consistent with the idea of science education. 5.The science activities in Waldorf education were related to children’s daily lives. 6.The autonomous learning in Waldorf education helped to improve children’s interests in learning science and to satisfy their curiosity. 7.The teaching activity contents in Waldorf education were consistent with the idea of science education.