| Summary: | 碩士 === 臺北市立師範學院 === 自然科學教育研究所 === 89 === Abstract
The purpose of this study is to investigate that the researcher’s teaching strategies of cooperative learning in elementary science classroom. During the process of the study, the researcher has probed into the effectiveness and outcomes of application of cooperative learning strategy as well as the researcher’s professional growth on science teaching.
The action research has been employed into 8 science units of a textbook to a 6-grade class. The methods used for collecting data include videotaping, interviewing, questionnaire, teaching diary, and students’ documents such as notes, work sheets, and reports. The researcher recycles the procedures of setting objectives, identifying problems, raising action strategies, action, reflection and evaluating. Through these procedures, results are concluded as follows: (1) The evidences have confirmed that cooperative teaching/learning makes better learning motivation and climate in the classroom. (2) The students have improved their verbal communication skills and willingness of sharing. (3) The students gain better confidence in their science learning and enjoy science class more. (4) From the performances of the students, the researcher himself has made a great professional growth. (5) The quantitative results have shown that the students’ attitudes toward science learning are significantly increased, and their achievements as well.
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