| Summary: | 碩士 === 臺中師範學院 === 自然科學教育學系 === 90 === Abstract
The purpose of this research is to study the academic performance and learning attitude of elementary students’ science learning when they were distributed to different groups-learning types: heterogeneous groups, homogeneous groups, and free-gathering groups. Eight low-academic achievement students were selected as the focused students, and they were randomly assigned to one of the three groups. Their accommodations and performances within each group were evaluated through the whole processes of this research.
The methodology of this research was mainly an action research based on the processes of experimental study. Basically, this research followed all of the school curriculum but with the additional water-themed materials provided by the researcher. The commentary materials, content of which was linking to students’ daily situation, was used not only to arouse students’ interest in learning but to examine the students’ performance in different aspects. Data collection included the performance of the whole three classes, which were distinguished by different group-learning types. Meanwhile, the focused eight subjects were evaluated through their portfolio, their worksheets, and the researcher’s observation records on the interaction within groups.
Hopefully, these cross references of multiple assessment would assure the study an objective result.
After analyzing, the findings of this study were as follows:
(A). Generally speaking, group-learning strategies and multiple assessment were of
great value for the science teaching/learning in the elementary schools.
(B). Different group-learning types, represented in three different classes, did not
result in significant difference in academic achievement.
(C). The academic performance of low-achievement students were upgraded under all
of the three group-learning strategies. But there were no significant difference
among the three types.
(D). The low-achievement students in different groups showed different attitudes
toward learning. In the homogeneous group the low-achievement students had
positive attitude toward learning in almost all measuring criteria except that they were easy frustrated in laboratory operation. The low-achievement students in the free-gathering group showed positively in “active participation” and “sense of success.” However, in heterogeneous group the low-achievement students only responded positively in “sharing and cooperating in lab work.”
(E). Multiple-method and authentic assessment was proved to be rational to low-achievement students when an authentic learning was considered. The assessment methods used in this study found distinction from an overall viewpoint, for example:
(1) From the oral report, it revealed that the homogeneous group was superior in attitude and learning process, but the heterogeneous group in outcome and performance.
(2) From the theme-based paper report, it was found that the homogeneous group
was able to do and to write “by oneself actively.” Instead, the heterogeneous group was lack of learning opportunities for being passive or not being assigned any task in the group.
Based on the above result, this study would suggest further studies in the curriculum design, the teaching strategies/activities, and the learning assessments for a natural science class in the future.
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