以專題為基礎的教學與學習對國小六年級學生自然科學習成就與班級氣氛影響之實驗研究

• Main Authors: Lee Tzy Hua, 李姿嬅
• Other Authors: 曾耀霆
• Format: Others
• Language: zh-TW
• Published: 2000
• Online Access: http://ndltd.ncl.edu.tw/handle/54116979626487027185

碩士 === 國立屏東師範學院 === 國民教育研究所 === 88 === The purpose of this study is to investigate the effect of sixth grade students’ science learning achievement and classroom climate using project-based instruction and learning（PBIL）. The focus is on the comparison of PBIL and traditional formats.A quasi-experimental method was employed in this study. The instruments used in the study are the science learning achievement test of the project, the scale of science classroom climate, and the form of classroom observation of science classroom environment. Regarding classroom climate, additional data was collected by classroom observation by two elementary teachers who attended the classes also and video taping. The statistical methods, one-way ANOVA, multivariate analysis of variance, analysis of covariance, and Pearson Product Movement Correlation, were employed to analyze various data.The major findings of this study are as follows:1. On learning achievement:(1) A significant difference was observed in the experimental group.(2) No gender difference was presented between the experimental and controlled groups.2. On classroom climate:(1) No significant difference in the perceptions of classroom environment was observed between experimental and controlled groups.(2) In the four dimensions of the classroom climate scale, a significant difference was presented in the“investigation” dimension in the controlled group.(3) Under the scaffold of the four dimensions of the science classroom climate scale, the observational findings of the two elementary teachers’ revealed that the students in different groups performed as predicted.(4) No gender difference was presented in the study of the two groups on the form of science classroom climate scale.3. On the relationship between learning achievement andclassroom climate:(1) Within the experimental group, there was no significant difference observed among all the groups’ learning achievement and the classroom climate, yet shown negatively correlated.(2) Within the experimental group, only the “satisfaction” dimension showed a significant difference in the four dimensions of the classroom climate scale among the small groups.