| Summary: | 碩士 === 國立清華大學 === 教育與學習科技學系 === 106 === The purpose of this study is to identify action research for the Grade 3 primary school students to implement Design For Change to integrate into the social study.The subjects of this study were 31 schoolchildren of a junior third grade class taught by researcher in a certain class in Hsinchu City. Research lasted 7 weeks and 19 sessions from December 2017 to January 2018.This study integrated the four steps DFC into curriculum: experience, imagination, practice and sharing into the curriculum, and solved problems through teamwork and practical tasks.The research course was based on comprehensive analysis of quantitative observations such as teaching observations, document collection, teaching reflection, student works, and student surveys.The process was also supplemented by problem solving questionnaires and students' perceptions of feedback questionnaires of quantitative data analysis and explored how teachers integrated DFC into social study such as students’ problem solving ability and learning attitude as well as teacher’s professional reflection and growth.
The main findings of this research were as follows:
1. The process DFC teaching integrates into the social field
1-1 Teacher became the facilitator of problem-solving processes of real life situations created by the teacher through the arrangement and design.
1-2 Teacher guided students to discover problems by using multiple strategies to observe, listen, interview and record.
1-3 Teacher encouraged learning motivation with positive responses by accepting students' answers.
1-4 Teacher recorded dynamic assessment of students’ learning performances and problem solving tasks and gave effective feedback to students.
2. The Dilemma of Integrating DFC into the Implementation of Teaching in the Social Field
2-1 The adequacy of the unit or issue selection.
2-2 The time management of DFC Problem Solving Process.
2-3 The possibilities of problem-solving by team coordination .
2-4 The possibilities of teacher gave fully support to the students’ creative ideas in the course.
3. Student learning achievement
3-1 Students effectively enhanced problem solving skills with four steps of DFC curriculum.
3-2 Students solved problems in a positive attitude and showed their affections to others.
4. Students’ Reflective Learning
4-1 Students learned more effectively by action based tasks.
4-2 DFC's teaching process effectively enhanced students’ metacognition.
4-3 Students solved problems and enhanced learning effectiveness by cooperative learning.
5. Researcher’s Professional Reflection and Growth
5-1 Teacher was aware of the significance of the interpretation of curriculum through professional collaboration.
5-2 Teacher became students’ facilitator and emphasized the importance of learning process by action research.
The researcher proposed several suggestions for teachers, administrators, and researchers based on the results of the action research process.
Keywords: Design For Change Challenge, Global Creative Action Challenge, Social Study
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