Action Research on Promoting Students to Apply Science Process Skills in Problem-Solving－Using the Example of Scientific Toys Making and Designing

• Main Authors: Lin,Pin-Yu, 林品瑜
• Other Authors: Huang,Hong-Bo
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/z35tb6

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 === 103 === The purpose of this research was to explore how to promote students to apply science process skills in problem-solving process in the Science and Technology learning area at elementary school level, the problems encountered and solutions adopted, and further examined the professional growth of the researcher. The researcher applied the action research methods, and eleven 4th grade students at the elementary school in Tainan were selected as research subjects. The researcher adopted problem-solving on the making and designing of science toys. In the eight-month study period, the data researcher collected included video recording in the classroom, interviewing, work sheet, journals, checklist, classroom observations by the cooperative teacher. Qualitative research was used, and through triangulation, the reliability and validity of the research were improved. The following results were follow: The methods on promoting students to apply science process skills in the problem-solving precess:selected science toys which students can afford to make、applied creative teaching strategies and provided students with problem solving scaffolding、provided opportunities to let students to communicate ideas about how they design and make science toys. Difficulties encountered in the study and solutions：it was difficulty to carry out teaching when the prodcut steps of making science toys was regarded as a problem, so researcher guides students to make science toys according teaching plan;students can not understand and apply the information they searched, so researcher provided them suitable reference;students can not use "organization and association" skills, "induction and inference"skills to solve problem independently, unless researcher adjusted teaching methods and guided them solve problem step by step. Professional competency growth of the researcher：during the study period the researcher himself had significant growth and change in science education and teaching expertise, and certainly continued to enrich himself through action research. Finally, this study proposes several suggestions on the teaching designs and implementation of problem-solving methods as well as some directions for future research.