An Action Research on V-Map Teaching Strategy in Science Experiments for the First and Second Graders

• Main Authors: Chern Jang-Jenq, 陳章正
• Other Authors: Shing-Ho Chiang
• Format: Others
• Language: zh-TW
• Published: 2000
• Online Access: http://ndltd.ncl.edu.tw/handle/97071350134656912043

碩士 === 國立高雄師範大學 === 科學教育研究所 === 88 === The origin of this research is: the researcher was doing informal experimental teaching activities for the first and second graders in the elementary school, but she did not achieve the expected teaching effectiveness. So she chooses the V-Map teaching strategy, applying the scientific ideas and scientific process skill learning, and integrating the cognitive conflict, and she expects to improve the problems in teaching affairs, through the action research. The researcher gets the following finding by means of planning, action, gathering and analyzing data, and through the triangulation. When the researcher is aware of the critical problems to settle, the research goes into another step. The process continues until the teaching is improved. The findings are: 1. In the process of using V-Map teaching strategies, the researcher does have some changes in teaching beliefs, teaching intention and teaching action, which enables the teaching to direct students learning. 2. In the process of using V-Map teaching strategies, and through interviews and analysis of the experiment record, the researcher finds the students make great progress in learning intention, and the ability to predict and observe. Finally, the researcher presents the inspiration after using V-Map teaching strategy and her suggestions to the future research.