| Summary: | 碩士 === 臺北市立教育大學 === 應用物理暨化學系自然科學教學碩士班 === 101 === The main goals of the study were to explore: 1).The conceptions difference between pre-and posttest; 2).The conceptions difference between males and females; 3).The conceptions difference among higher, medium, and lower achievement levels. The researcher designed hands-on activities such as: Team work, group activities, and hands-on activities and applies them to Grade 2 “Life the Course” Unit Rain, HL edition textbook and designed teaching materials by the researcher. The lesson plan is student-centered and searching for related materials in students’ learning areas extended to life experiences of students. The project took 6 weeks, 18 class hours in total. Activities that “Sky as a Stage”, ”Trip of Little Raindrops”, ”Scene after Rain”, ”Beautiful Rainbow”, ”Dazzling Magicians” were covered. The researcher conducted the qualitative research. The researcher examined the students’ “learning portfolios” which included the students’ worksheets, learning dairy, note of observation, interviews, and the teacher’s teaching plan. The sample of the study is Grade 2 bilingual class students of the elementary school in New Taipei City. The samples of the study, 6 boys and 6 girls, are selected from the class, Life Course learning performances in second semester of the 2011 School Year were described. The researcher intended to explore how hands-on activities impact on over-all students’ learning.
The results of the study can be summarized as follows:
1. In gender, the science concept of boys is better than that of girls. Boys are more confident than girls before teaching and after teaching. Boys are less good at using modified words. In posttest, after hands-on activities, the comprehension of Rain
IV 動手操作融入國小低年級生活課程「下雨了」單元概念學習之研究─以新北市永和區某國小雙語班為例
science concept has differences tendency.
2. The concept learning before teaching and after teaching in hands-on activities for various Higher, Medium, and Lower learning performance from sample students, “Higher Learning Achievement” students have stronger comprehension and faster reflection than other two groups. “Medium Learning Achievement” students are in keeping with the science concept of mainstream scientists. “Lower Learning Achievement” students make a lot of progress.
3. After hands-on activities, lower grade students have more clear science concepts and more abounding words to descript the whole concepts.
All outcomes will be provided to the research of science educators, science professors, and science teachers of elementary schools.
|
|---|
