| Summary: | 碩士 === 國立新竹教育大學 === 人資處課程與教學碩士班 === 101 === This paper will report the learning performance analysis of students and teaching representation analysis of teachers through applying different instructional media to teach nanotechnology program in elementary school. Participants will be middle grade and senior grade students of three elementary schools in Taoyuan county and Miaoli county. Total are 12 classes, 313 elementary school students. Students will be divided into four groups and applied each group by one of bellowing instructional medias : “Video” “Power Point” “Cartoon” “Optimized media by teacher”. Students will receive a nanotechnology achievement pre-test one week before the experiment. After experiment, students will receive a nano-technology achievement post-test and a nano-technology interest deferred-test. Though the testing result of the experiment, student’s learning achievement of nanotechnology and learning interest of nanotechnology in different grades and in different instructional media are studied. Also, teacher' teaching representation is also studied through “teacher’s teaching representation record form”.
Testing result of achievement and interest are analyzed by Two-way ANOVA. In nanotechnology learning achievement study, all four instructional media shows statistically significant difference in nanotechnology achievement post-test. The “Optimized media by teacher” has statistically significant difference in achievement testing result than “Cartoon”. Middle grade has statistically significant difference in achievement testing result than senior grade. The interaction study of achievement test in instruction media and grade shows that middle grade has statistically significant difference in achievement testing result than senior grade in the media of “Power Point”.
In nanotechnology interest study, there are statistically significant differences in “interest of science” and “confidence of science” and “values of nanotechnology” and “confidence of nanotechnology”. The interaction study of the interest of nanotechnology in instruction media and grade shows that middle grade has statistically significant difference in “favorite of science” and “confidence of nanotechnology“ than senior grade.
In teacher’s teaching representation study, 17 different teaching representations were used in teaching nanotechnology in elementary school. It shows large diversity in teaching representation in this experiment. “Media assist” and “definition illustration” are the most frequently used representations among 17 different teaching representations. It means that teacher centered teaching mode dominates the teaching process in elementary school’s nanotechnology education. Teachers are the dominated roles in elementary nanotechnology education instead of students.
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