The Impact of Application of Collaborative Learning on the "Simple Mechanical" Unit on Primary School Children's Scientific Creativity

• Main Authors: Kuo, Tzu-Hsuan, 郭子萱
• Other Authors: Lin, Shean-Wen
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/7vdsk3

碩士 === 國立屏東大學 === 科普傳播學系數理教育碩士班 === 106 === 　　This study explored the effectiveness of cooperative learning on the sixth graders’ scientific creativity on “simple machinery” unit. A total of 49 students were enrolled in the experimental group and control group separately. Ten weeks of instructional period were administered for both groups. A scientific creativity test was conducted before and after teaching to collect data. Single-factor covariate analysis was used to compare the difference between scores from two groups. Meanwhile, self-designed worksheets and student interviews were conducted and the Scientific Creativity Structure Model （SCSM） proposed by Hu and Adey （2002） was used as an analysis framework. According to the analysis, the following results were obtained: 1. Students accepted the "collaborative learning teaching," had significant better performance in the characteristics and thinking process of scientific creativity, "science and technology products," "scientific knowledge," "scientific issues," and "scientific phenomena". Therefore, the collaborative learning method had a positive effect on scientific and technological products, scientific knowledge, scientific problems and scientific phenomena of students' scientific creativity. 2. Through analysis of students’ worksheets and interview, it was found that high achievers in the experimental group can make their own opinions during the interviews, demonstrate a close cooperation with the group members in the group, while low achievers can improve their learning ability by sharing with peers. It was showed that collaborative learning can improve low, medium and high achievers’ learning efficiency, problem solving skills, courage to break through and face challenges, and knowledge. During the interviews, students in the control group mostly re-iterated the knowledge mentioned in the teacher's class once, and they did not question and think about the contents of the lectures taught by the teachers. They did not have the ability to think independently and passively to absorb knowledge, seldom to ask questions, but easy to have myths. Most of the high achievers in the control group showed that they were less likely to listen to the group's ideas. Students in the experimental group performed better than those in the control group on "science and technology products", "scientific knowledge", "scientific phenomena" and "scientific problems". Teachers were suggested to increase the frequency of meaningful dialogues, improve positive atmosphere, and provide opportunities for discussion and sharing among students through appropriate grouping. Teachers can combine different disciplines, multiple assessment, or even dynamic assessment to design curriculum and explore students’ changes and then adjust their instruction.