Integrating the 5E Model into Track Building Block Playsets to boost Children’s basic scientific capacity

• Main Authors: Tzuyu,Shen, 沈姿妤
• Other Authors: Shufang，Chen
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/829b7v

碩士 === 國立臺東大學 === 進修部暑期幼兒教育碩士班 === 105 === The purpose of this study is to discuss the research concerning the application of the 5E Model teaching strategy applied by teachers on toddlers who engage in playing with and assembling Track Building Block Playsets. The study further focuses on the effect of increasing the children’s basic scientific capacity, and also reflects upon the teaching process itself. The study targets children interested in Track Building Block Playsets – in this case five boys from a preschool affiliated with one of the Kaohsiung public elementary schools. The research method incorporates participant observation. Information gathering is based on observation records, photographing and filming while the toddlers are exploring the playsets in the learning area. The data is sorted in the following forms: teaching journals, observation records, toddlers’ graphic representation records and the related filming information. Qualitative data analysis is utilized to analyze the specific results of enhancing the children’s basic scientific capacity. The findings of the study are as follows: 1. Integrating the 5E Model- E3 Explain、E4 Elaborate phase, assists in the children’s scientific procedure capacity, especially in the fields of observation, recording, communication, prediction and expression. All these fields show notable levels of progress. 2. Integrating the 5E Model- E3 Explain、E4 Elaborate phase, children gain knowledge of physical activities related to mechanics, and in so doing show their scientific cognitive capacity. 3. Integrating the 5E Model- E1 Engage、E2 Explore phase, facilitates the basic scientific capacity, particularly the display of scientific approach capacity, yet the display of scientific approach capacity differs from toddler to toddler. 4. Integrating the 5E Model- E3 Explain phase, the scientific dialogue and the children’s graphic representation record to aid the teachers in understanding the thoughts of the children. 5. The main roles of the teacher who applies the 5E Model is as an observer, motivator and guide. This study organizes the progress of the integration of the 5E Model into Track Building Block Playsets. Upon reflection, a few recommendations for instructors and a reference for future researchers are provided.