| Summary: | 碩士 === 臺北市立大學 === 歷史與地理學系社會科教學碩士學位班 === 104 === The main purpose of this research is to explore the effects of the teaching method--graphic organizer on collaborative learning applied to elementary school students in social studies. Moreover, this research also views the learning outcome from using different teaching methods on students of different levels in social studies. It is a quasi-experimental design I used. This teaching experiment was conducted by dividing three classes of fifth grader into three groups and by doing related tests and research before and after this experimental teaching separately. After analyzing the quantitative data from this experimental teaching, several conclusions can be drawn as follows:
1. The learning outcome of applying the graphic organizer and collaborative learning to elementary school students is significant.
2. The graphic organizer and the grades students got are highly related. It boosts students’ abilities of knowledge and comprehension. However, it shows no significant influence on their abilities of application and analysis.
3. The learning outcome of applying both collaborative learning and graphic organizer to high-level social study students is better than that of applying collaborative learning and didactic teaching. It is obvious that drawing graphic organizer can boost students’ abilities of knowledge and comprehension.
4. Though the learning outcome of applying both collaborative learning and graphic organizer to low-level social study students improves, it shows no significant improvement.
5. Most of students like the teaching method of collaborative learning and think that it not only motivates them to learn actively but also improves their interpersonal relationship.
6. In conclusion, most of the students like to use graphic organizer to learn and review lessons. They think this teaching method not only increases their opportunities to socialize with classmates but also helps boost the abilities of knowledge and comprehension. And then, the quality of learning in the curriculum is improved as well.
|
|---|
