Action research in Science Experiments forCooperative learning to Elementary School

• Main Authors: Jaushan Lee, 李昭憲
• Other Authors: 劉聖忠
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/30073889492943112205

碩士 === 國立花蓮師範學院 === 國小科學教育研究所 === 91 === This research is mainly focused on three parts: the learning effect of science experiments for cooperative learning at the elementary school, the motive of science learning and the influence on students inter-personal relationship, and the retrospection, thinking, and improvement of the researcher during the process of this research. This research chooses two classes of the fourth grade of the elementary school, where the researcher teaches. Group cooperative learning of a school year has been preceded through both quality, which includes classroom observation, interviews, teacher’s daily records, and quantity analysis, in which students grades, the learning motive record, and the reports of the students peer relationship are involved. The teaching strategies of the Science Experiments for Cooperative learning are therefore developed. The researcher approaches the goal of this research through a cycle of planning, action, observation, question production, retrospection, and revision. The conclusions are the followings: 1.Science Experiments for cooperative learning to the grade 3 and grade 4 at elementary School are feasible. 2.There is an obvious progress on student learning performance. 3.The influence on the motive for science learning: science experiments for cooperative learning bring a positive effect on internal goals, external goals, job values, expectation on success, and all the students behavior motives. 4.The effects on the social communicative skill: a positive influence on the pupil’s inter-personal relationship is produced, which could be seen from the students ‘self-expression, self-recognizing, and sympathetic react. Here are some directions that the researcher would like to come up with for the researches in the future: 1.This research can be extended to other subjects. 2.How to implement the “ Operational assessment?” 3.Is a positive attitude towards science studying of the students fostered? 4.More researches could be done on how to produce a good classroom atmosphere for a science class. Four suggestions for the teachers: 1.Multiple assessment tools need to be developed. 2.Classroom security is a must. 3.Let students construct the knowledge actively. 4.Classroom management is an important part of the teacher’s job.