| Summary: | 碩士 === 國立花蓮師範學院 === 國小科學教育研究所 === 91 === This study indicated to take a viewpoint of expectation states theory (E.S.T.), thought five teaching activities based on Internet-assisted thematic learning to find the effect between elementary student’s group structure and interaction. According to the research purpose, using case study method. After literature review, observing, and collected data in filed, to analyze the group structures and inequality of interaction in students. The finding of this study were summarized as follows:
1. There were no status change after 「Narrating Period」, but students approved opponent. High status students had more「action opportunities」and 「performance outputs」opportunities, and get more positive reward.
2.After 「Discussion Period」, a low-status students loop into high-status. Because low-status students asked more, demanded more suggests and explain, then higher status students had more 「action opportunities」, but high status students had more possible showing「effective domination」.
3.There were group structure changes after 「Experiment Period」and 「Outdoor Education Period」. Low status student loop to medium status, high status students have more chance in「performance outputs」, and got more positive reward.
4.There were no group structure change after「Computer Operation Period」, but students had different choice. High status students had more chance in performance of 「action opportunities」,「performance outputs」, and 「influences」.
5.There were some change after taking mixture internet-assisted thematic learning,
there were no change in the high status students’ peer, but the low status student become medium one. There was no relative between status and the behavior of 「action opportunities」 and「influences」. High status had more「performance outputs」 and「effective domination」, and got more positive reward.
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