The Effectiveness of Integrating Cooperative Learning into Understanding by Design Activities on “ Growth of Vegetables” in grade three

• Main Authors: CHEN, SHU-FEN, 陳淑芬
• Other Authors: LIN, SHEAU-WEN
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/52629151856452865091

碩士 === 國立屏東大學 === 科普傳播學系數理教育碩士班 === 104 === The aim of this study was to investigate how Integrating Cooperative Learning into Understanding by Design(UbD) activities influences student’s science conceptual understanding. This study adopted nonequivalent pretest-posttest quasi-experimental design. The objects of study are 44 third graders in two classes in a primary school in Pingtung County. One of the classes is the experiment group (N=22), and the other is the control group (N=22). The instruction took 15 periods. The study used the questionnaire of “the growing of vegetable” as the tool of quantitative method, and the working sheets and log books as qualitative ones. The results showed that: (1) Integrating Cooperative Learning into UbD activities could improve the five facets of understanding, including explanation, interpretation, perspective, empathy, and self-knowledge. (2) due to lack of prerequisite capacities, there is no difference on the facet of application between two groups. Based on the results, the study proposed some suggestions for primary science curriculum development and further researches on integrating Cooperative Learning into UbD.