An Action Research On Using Cooperative Learning In Biology Class On Disadvantaged Students- Case Class As An Example

• Main Authors: TSAI, HSING-CHUAN, 蔡幸娟
• Other Authors: LIU,SHIH-MIN
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/b2h56c

碩士 === 國立高雄師範大學 === 教育學系 === 106 === ABSTRACT The aim of the study is to discuss learning efficiency of applying cooperative learning into biology class on disadvantaged students. Families tend to lose their functions in rural areas. Parents need to work for a long time, so they cannot put too much emphasis on their children’s schoolwork. As a result, students commonly lack learning motivation. It is hoped that these disadvantaged students’ learning efficiency can be promoted through cooperative learning. In the study, first, the students’ backgrounds and achievements on biology were analyzed. Furthermore, the students’ learning motivation, completeness of homework and five elements of cooperative learning were discussed. The subjects of the study were 20 students of the seventh grade from one class in a junior high school in an industrial area in Kaohsiung City. Among the 20 students, six subjects were chosen as key informants,according to the definition of disadvantaged students of the Ministry of Education. The study was an action research which included three-month program from April to June 2017. The teacher- reflection diaries, class observation fieldnotes, teaching videos, worksheets, interview transcripts were analyzed qualitatively. On the basis of the triangulation analysis, the major findings of the study are summarized as follows. 1. The learning motivation of the disadvantaged students is improved after the cooperative learning program. They anticipate their grades on biology more. 2. The disadvanteged students’ homework complete better after the cooperative learning program. 3. The disadvantaged students practice five elements of cooperative learning. Based on the study findings, the researcher can also make self-reflection. What’s more, teachers and schools can view them as references and further studies can take them as suggestions.