| Summary: | 碩士 === 國立台北師範學院 === 數理教育研究所 === 92 === Abstract
The purpose of this study was to explore the effects of the STS instruction on elementary students’ problem-solving abilities and problem-solving attitudes.
The research design was quasi-experimental design of nonequivalent pretest-posttest control group. The subjects were 123 fifth-grade students from four classes in two elementary schools located in urban as well as suburban Taipei. Within each school, one class was selected as the experimental group and the other class was the control group. The experimental group received the STS instruction designed by the researcher. The control group, on the other hand, received the traditional instruction. The instruments included New Problem-Solving Measurement and Problem-Solving Attitude Scale. The collected data were analyzed by descriptive statistics, t-test, one-way analysis of variance, and one-way analysis of covariance. Moreover, students’ interviewed responses to the experimental instruction were analyzed as well. The results of this study were as follows.
(1) Students’ problem-solving abilities were greatly enhanced by implementing STS instruction.
(2) Following the STS instruction, there existed no significant difference in problem-solving attitude between the experimental and control groups.
(3) Following the STS instruction, there was no significant difference in problem-solving ability between male and female students.
(4) Following the STS instruction, there was no significant difference in problem-solving ability among students with differential levels of abilities.
(5) It is necessary to take into account other factors when examining the effects of the STS instruction on students’ problem-solving attitudes.
(6) The effects of the STS instruction varied as a function of the way in which students were grouped.
(7) The characteristics of the teacher affected the implementation of the STS instruction.
Finally, some directions for the future research were discussed.
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