| Summary: | 碩士 === 國立臺中教育大學 === 科學應用與推廣學系科學教育碩士班 === 101 === The purpose of this study was to explore force and motion related science games teaching that integrated with the Creative Problem Solving (CPS), and to investigate the concepts of force and the scientific inquiry abilities held by the fifth graders. In the pilot study, we focus on modifying the test items and teaching design. Afterwards, the revised test items and teaching design were implemented in the formal study. The pilot study adopted quasi-experimental method that was one-group pretest-posttest design. The formal study adopted quasi-experimental method that was nonequivalent pretest-posttest design for two different classes . The instruments included pretest, posttest and retention test and statistic methods included paired-samples t-test and one-way ANCOVA. The qualitative data included activity worksheets, observations by cooperative teacher, interviews with the students and cooperative teacher, and teaching journals. The qualitative data were analyzed by triangulation to interpret the thoughts of students and the teacher. The major findings of this study were: (1)students had significant improvements on the scientific inquiry abilities, and the performance of the experimental group was significantly higher than the control group; (2) students had significant improvements on the concepts of force, but the performance of the experimental group and the control group was no significantly difference; (3) students hold a positive affirmation of the teaching activities. Finally, this study proposes several suggestions on the teaching designs and implementation of science games as well as some directions for future research.
|
|---|
