The Study of Cooperative Learning Effects in Elementary School Science by Cooperative Skills Teaching

• Main Authors: YANG MING TA, 楊明達
• Other Authors: Lu Chow Ch
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/04473215572633829718

碩士 === 國立台北師範學院 === 數理教育研究所 === 91 === The research exploited cooperative-skills teaching and cooperative learning model to improve cooperative skills, interpersonal relationships and learning achievements in a small-grouped science teaching. This study aimed at: (1) investigating the effects of the cooperative skills, the interpersonal relation and learning achievement, (2) investigating correlations of the three, (3) describing the patterns of classroom groups’ power and hierarchical model. This was a qualitative and quantitative research .The experiment group consisted of 32 students chosen from one of the sixth grade classes in an elementary school. One other class was assigned to be a control group. It was a half-semester research. The research tools were the cooperative skills scale, interpersonal relation scale and learning achievement scale. The data were analyzed by t-test and Pearson product-moment correlation. Tape recordings, film recordings, interviews, questionnaires and related documents had been used in analysis. Major findings were listed as following: （Ⅰ）Cooperative skills teaching: The study used 8 teaching strategies to improve the students’ cooperation--exercising and arranging the three cooperative skills, calculating groups’ improvement scores, giving prize to the top3 improving groups, peer instruction & practice in group, group activity after class, members supplying data to the presenter, group’s supporting applause to the presenter, teacher’s constant reminding of group cooperation . （Ⅱ）Cooperative skills effects: The experimental group showed significant advancement on cooperative skills; the control group did not. （Ⅲ）Interpersonal relation effects: The experimental group showed significant advancement on interpersonal relation; the control group were not. （Ⅳ） Learning achievement effects: The experimental group was better than the control group on learning achievement, and procured 15 competence indicators. （Ⅵ）Relationship among the three: The two groups had significant positive relationship on the cooperative skills, interpersonal relation and learning achievement. （Ⅵ）Hierarchical type of group: Showy demonstration mode was the most helpful to cooperative skills and interpersonal relation. Bi-leaders mode was the most helpful to promote cooperative skills and learning achievement. Finally, the implications of the above findings in science teaching were discussed, and further research recommendations were suggested.