| Summary: | 碩士 === 中原大學 === 教育研究所 === 106 === In the study, we investigated a case study of qualitative research with fifteen students in a problem-based learning Class Science Fair. Through the data collection of observation, interviews, and document analyses, the study aimed at exploring the primary students'' self-directed learning development in this PBL event. Furthermore, the researcher offered the viewpoints and references for the researchers who intend to conduct PBL Class Science Fair teaching and learning. In this study, the findings of the study show as follows:
1. Students'' improved their SDL habits in accord with the PBL phrases.
The study found that the development of Grow (1991) SDL would appear in the four stages of the PBL teaching activities. SDL with the different PBL six teaching process progress from the SDL stage1 gradually proceeded o SDL stage 4.This study shows that the implementation of PBL model of teaching, primary students not only developed the capability of SDL, but also received a significant impact.
2. Students have a positive response to the PBL learning model：
After the implementation of the PBL class activities, the primary students in this experimental teaching showed their positive attitude. Through the PBL, students were more positive to learn and face new challenges. The main recommendations are as follows：
(1) In the perspective of learning:
① longer discussion time
② more practices
③ more operating time
(2) In the perspective of teaching:
① reducing personal worksheets.
② reducing team leader’s responsibility on
worksheets.
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