| Summary: | 碩士 === 國立台北師範學院 === 數理教育研究所 === 91 === Based on the rationale of creative teaching of Grade 1-9 Curriculum, the researcher tried to integrate the Theory of Learning Styles originated from Carl Jung’s Model of Psychological Types to her teaching of Natural Sciences to the 6th graders. She observed and recorded students’ learning response with her own reflection notes to trace students’ learning attitude changes, collected and analyzed the qualitative and quantitative data to investigate the difficulties and solutions during the process. With the spirit of “action research”, she located the subjects of her research to one of her 6th grade classes of a Taipei municipal elementary school during the first semester of 2003. Instruction cycle of 4 units of the Newton version of the natural sciences textbook for the 6th graders included “Objects’ Movement”, “Ingeniousness of Simple Machines”, “The Usage of Electricity and Its Safety” as well as “Day & Night and 4 Seasons.”
Research procedure was as follows: 1.Learning Preference Inventory (LPI) and Learning Style Inventory were used to help the researcher to get a rough sketch of every student’s learning style. 2. Analyzed styles of the activities of current natural sciences teaching materials, and supplemented what was lack of to form a teaching design of varied styles. 3. Conducted instruction and assessment activities with varied styles. 4. Reflected and modified instructional activities according to students’ feedback, the instructor’s self-reflection notes, observation record on the teaching spot, videotapes of classroom activities as well as her understanding of theories. 5. Analyzed “Scales on Learning Attitude toward Natural Sciences”, classroom observation records as well as qualitative data to understand students’ learning attitude changes.
The research findings were as below: 1. Post-test scores of scales on self-efficiency, practical value, test-anxiety, and learning interests were significantly higher than pre-test scores. However, there was no significant difference between pre- and post-test scores in the scale of learning enthusiasm. 2. When forming groups, the instructor/ researcher respected students’ free will to choose partners and gave them task-oriented guidance so that students formed groups with members of similar learning styles naturally, and were more enthusiastic to participate in group learning activities. 3. Instruction and assessment activities of varied styles not only decreased the learning time pressure, but also made it possible to take care of students of various learning styles. It was proved that students’ behaviors of “inclining to strong points and avoiding weak points” in exams were getting less after this implementation. 4. Through the process of this action research study, the researcher tasted the sweetness of professional development, and built up self-confidence and self-recognition.
Based on the result of the study, some conclusions and suggestions for teachers and future studies were made in the last part of this paper.
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