| Summary: | 碩士 === 國立臺北教育大學 === 教育學系教育創新與評鑑碩士班在職專班 === 102 === This study aims to explore the implementation of popular science books incorporated in nanotechnology teaching for 5th graders in an elementary school through action research orientation. The researcher adopted students from 5th grade “Ai” Class as the research participants for popular science books incorporated in nanotechnology teaching. Through class observations of the students’ performance, learning sheets, and other learning outcomes, coupled with the teacher’s feedbacks and the researcher’s self-reflection, an insight was gained into the difficulties and problems faced in the implementation of the course of action and improvement methods. Additionally, the students’ nanotechnology science learning efficacy before and after the course implementation, as well as their learning experience and reactions after popular science books were incorporated into the nanotechnology teaching were determined.
The study was implemented from March 6th, 2014 to April 3rd, 2014, a total of eight classes commenced. The course impelemnted is divided into four units. According to the data collected and research result analysis, the following conclusions were drawn:
1. The researcher developed the teaching module for the “Popular science books incorporated in 5th grade elementary school nanotechnology teaching” course.
2. The students’ participation in the “Popular science books incorporated in 5th grade nanotechnology teaching” helped them in their learning of nanotechcnology concepts.
(1) The results of the pre-test and post-test performance after the dependent sample t-test show: the t-value is -13.86. The results showed significant differences.
(2) The incorporation of popular science books incorporated in nanotechnology teaching was conducive to the students’ nano concept learning.
3. After the students participated in the “Popular science books incorporated in 5th grade nanotechnology teaching”, they developed a positive and affirmative attitude towards popular science books incorporated in nanotechnology learning.
(1) In the “interest in learning dimension”, the students enjoyed and looked forward to science popularization reading activities.
(2) In the “learning efficacy dimesion”, the incorporation of science popular
books enhanced the students’ concentration in learning and helped them
learn.
4. Through the action research process, the researcher’s teaching skills was improved, and the researcher was able to reflect on the implementation of popular science books incorporated in nanotechnology learning.
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