The Effects of Learning Together Strategies into the Learning Proficiency of "Hot and Our Lives" for 6th Grade Students

• Main Authors: Shao-Jing Yang, 楊韶鈞
• Other Authors: 辛懷梓
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/hb76za

碩士 === 國立臺北教育大學 === 自然科學教育學系 === 103 === This research, based on experiment research method, is aimed to investigate how learning together strategy influences on students’ learning in terms of science study. It was the unit “Heat and Our Life” of the seventh science textbook of Nan-Yi version used as the teaching and learning material for 6th graders from four class groups in an elementary school (Wenshan District, Taipei City). The research materials used were self-compiled science acquisition achievement test and learning attitude volume table. There were two classes for experiment group and the other two classes for control group. The learning together strategy implementation period was for four weeks which means twelve science classes in total. The research data analysis came from the materials used during the experiment which are learning together strategy questionnaires, student interview records, and teaching journals. The results of this research are summarized as below: 1.After the implement of learning together strategy, the experiment group students had noticeable better learning achievement in the unit “Heat and Our Life” compared with the control group students. 2.After the implement of learning together strategy, the experiment group students had noticeable better representation of learning attitude volume table in the unit “Heat and Our Life” compared with the control group students. 3.After the implement of learning together strategy, there were no significant learning attitude differences as well as achievement gap between the high-scored students and low-scored students in terms of studying “ Heat and Our Life”. 4.Students in the experimental group hold a positive view of learning together strategies integrated instruction. In summary, the research results came from the analysis of the learning attitude volume table, the learning together strategy questionnaires, and the teaching journals. Moreover, according to the research results, students are more concentrated on thinking and willing to express their opinions through learning together strategy. In conclusion, learning together strategy is helpful for students’ misconceptions clarified and thinking capability. Apart from that, it can effectively enhance students’ interest in science learning.