Action Research of Web-Assisted Problem-Based Learning for Fourth Graders in the Domain of Natural Science and Life Technology

• Main Authors: Po-Cheng Shih, 施柏成
• Other Authors: Jia-Lin Chang
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/00168914099401047791

碩士 === 國立臺中教育大學 === 自然科學教育學系碩士班 === 94 === Action Research of Web-Assisted Problem-Based Learning for Fourth Graders in the Domain of Natural Science and Life Technology Abstract This action research aimed at finding and tackling the challenges a teaching team encountered in a self-designed “web-assisted problem-based learning” instruction for fourth graders in the domain of natural science and life technology. The difficulties in curriculum design and transformation of the role of the instructor, as well as students’ difficulties and attitudes in learning were explored. The main findings of this research are as follows. The difficulties teachers must conquer in curriculum transformation include the design of situational problems, the evaluation of diversity and correlations of outcomes, and the role of the instructor. In instruction, teachers should pay attention to the following role transformation issues, i.e., the degree of involvement, the timing of using and fading scaffolding techniques, and the application of web resources for constructing learning scaffolding. When the curriculum is implemented into the instruction schedules, teachers also need to consider its impacts in the time management, curriculum objectives, and the assessments. Moreover, teachers need to help learners overcome the challenges in learning, such as self-directed transformation, key skills in acculturation, and promotion of participation. It was also discovered that students gained more knowledge and enhanced their abilities of data searching after the action research. However, their attitudes toward natural sciences did not show significant changes. Finally, the researcher made five suggestions for the application of “web-assisted problem-based learning” to fourth graders. 1.With the involvement of design, the diversity and correlation of the issues of problems to be solved and projects can be taken care of. 2.Instructors, with the help of concept maps, can assist learners to define the domain of concepts. 3.The information literacy and cooperation skills of learners can be cultivated with the teaching strategies of language curriculum and Big6 Skill. 4.It is suggested to establish professional teachers’ groups to provide related teaching training. 5.The relation between “web-assisted problem-based learning” instruction and learners’ creativity is worth further exploring. Keywords: action research, information literacy, problem-based learning, self-directed, web-based instruction