| Summary: | 碩士 === 臺北市立大學 === 學習與媒材設計學系課程與教學碩士班 === 104 === Abstract
This study is aimed at using "project approach" in teaching ninth graders science. The purpose of the study is to explore students ' learning, teaching tasks and skills, as well as the professional development of researchers. It is hoped that the project approach can break through the difficulties of applying lecture method to a classroom teaching setting at a junior high school.
This study adopts an action research method and lasts for 7 weeks. Its research object is a class of 30 students in the ninth grade at a junior high school in Taoyuan City. The data, including teaching observation records (videos, and photos, and class observations), teachers’ reflective journals, students’ learning records, questionnaires on electrical units in science, students’ presented works, evaluation forms, feedback forms by observers and students, records of interviews with teachers and students, online communication logs, parent-teacher contact books, and students’ midterm exam results. The above data have been analyzed and concluded as follows:
1."Project approach" used in ninth graders’ science academic performance
First, the researchers found that students ' learning motivation has evidently improved. Students are eager to participate in classroom activities. Meanwhile, their self-reflection and self-assessment shows enhancements on their learning motivation. Also, the pretest and post-test questionnaires indicates a remarkable progress in their learning motivation. After students’ presentation on their works, the observer in the end has recognized the effectiveness of using "project approach" in improving students’ learning motivation.
Second, the researchers found that students can make good use of multiple learning strategies and adjust themselves to learning needs in different stages. Students take advantage of learning strategies, including cognitive strategies, metacognitive strategies and supporting strategies, and consider it a rewarding experience because of the use of these learning strategies. Furthermore, students’ discussion most commomly takes place in class, during recess, and an online chatroom. Their learning strategies change with their learning stages. Based on their pretest and post-test learning strategy questionnaires, there is a significant improvement in their learning. In the end, the observers agree project approach can enhance students ' learning strategies.
The researchers in the end found students have reached a remarkable achievement in learning. Students’ learning records that have passed school assessment shows their devotion and hard work. They show the depth and breadth of knowledge in their presentations while demonstrating their expressing and communcative abilities. In course of teaching, it is also very pleasing to see that these students have maintained a high level of achievement in their midterm scores among other classes of ninth graders in the school.
2. Teachers ' tasks and skills in implementing "Project approach"
In the process of teaching, teachers play various roles as designers, guides, companions, and solvers. The tasks and skills they should achieve include a briefing session before teaching, a proper design for a teaching and learning environment, well-planned curricula, the teacher’s roles proplerly played, and the demonstration of teachers’ professionalism.
3. The researcher's professional development in course of implementing the "project approach"
First, on the "content knowledge" aspect, the guidance given during teaching leads both teachers and students to make progress by learning from each other. This enables the researchers to deepen and broaden content knowledge and to put it into practice! Through the transformation from the interesting online resources and the real-life experiments into real learning experience, the researchers can thus not only have the hands-on experience combined with theory, but also strengthen their motivation to go on exploring the knowledge of science in everyday life!
Second, the "pedagogical knowledge" aspect are able to be enriched and validated, including the conditions for promoting "project approach" at a junior high school, the importance of "group dynamics" found in the implementation, the “feedback” found truly essential during the phase of presented works and reflection, and verify that the same teaching method cannot be applied to all students.
Last, rich findings are obtained on the " pedagogical content knowledge " aspect. These findings are indicated as follows. The application of “project approach” has gained recognition for science teaching, which allows researchers to unveil its feasibility. The guidance designed with "project approach" enables students to deepen and broaden their learning in science. The observers have diverse perspectives on whether project approach is propriate for teaching junior high school science. Both teachers and students suggest that the attention be drawn to the nature of each unit in terms of applying “project approach” to a science class. In addition, only when teachers make a great effort can they feel wholeheartedly moved.
According to the above results, this study has brought up some concrete suggestions and recommendations on teaching junior high school science and future research. A further reference has been provided for other teachers or researchers.
Key words: project approach, self-regulated learning, science teaching, learning motivation, learning strategy and learning achievements
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