An Action Research of Scientific Writing in the Science Classroom at An Elementary School

• Main Authors: Liang Yu-Ju, 梁郁汝
• Other Authors: 郭金美
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/31977553927123435858

碩士 === 國立嘉義大學 === 國民教育研究所 === 92 === [Abstract] The purpose of this study is to explore the application of scientific writing in the science classroom at elementary school through action research. Moreover, we will investigate students’learning effects and learning attitudes when scientific writing is embedded in science classroom. Subjects were 24 third graders taught by the researcher. Tests on science comprehension and learning attitude towards science were held before and after the instruction with scientific writing. Questionnaires were released to understand their feedback of scientific writing. In the process of research, teaching videos, students’ science learning self-examination chart, students’ writing works, teachers’ journal, and interview data analysis and interpretation were also included in order to triangulate students’ learning. Moreover, students’ learning effects and learning attitudes were analyzed to understand their changes after the application of scientific writing. The result revealed that in the aspect of learning effects, scientific writing could enhance students’ science comprehension. Scientific writing could improve students’ expression ability, integration ability of science knowledge, reflection ability, and learning interests. High-achievement students have had better science concepts after teaching while middle-achievement students have maintained most of the concepts. Furthermore, scientific writing embedded in science classroom is effective for promoting students’ learning attitudes. Students become more concentrated and more willing to participate in class and study activities after teaching with scientific writing. They like science class more and take a positive attitude towards scientific writing activities because they consider it helpful to learning. The other finding in this research is that teachers need to remedy their teaching strategies continually. Students also need more encouragement and rewards so as to learn happily and express their inner thoughts properly. However, scientific writing takes more time although it is an effective tool for communication, conveyance, sharing, and evaluation to students.