A study of integrating scientific writing and 5E learning cycle model into the elementary life curriculum

• Main Authors: Ling-Ju Chen, 陳伶如
• Other Authors: Syh-Jong Jang
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/21167264306797134384

碩士 === 中原大學 === 教育研究所 === 95 === The spiral cycle of action research — planning, action, observation, and reflection was adopted for this study. The purpose of this study was to discuss the feasibility, students’ attitude, and learning performance regarding the scientific writing integrated into 5E learning cycle model in the elementary life curriculum. Enlightened by the teaching practice, the researcher applied the new teaching model integrating the science writing heuristic and 5E learning cycle teaching strategies into the elementary life curriculum. The proposed timeline for the research was from September, 2006 to March, 2007. and there were 25 second grade students participated in this study. The “attitudes toward the nine-year science curriculum inventory” would be completed before and after the implementation of the new teaching model. For understanding the differences, the “scientific concept analysis” would also be made in this study. Through analyzing the data collection of videos in class, students’ writing works, reflection journals and interviews, the results can be described as follows: 1. The integrated teaching model of scientific writing and 5E learning cycle could enhance students’ interests in science. Students like to make their ideas into practical performance. They can gain the confidence and interest through getting the new finding and cognition after the sharing discussions. 2. Most students’ scientific writing had drawings as the major part in the beginning but gradually became more narrative afterward. Their works not only had the quantity increased but also had more science concepts included. That also enhanced the students’ ability of expression and comprehension. Finally, the students’ ability of knowledge construction was built. 3. Regarding the scientific writing of lower primary students, teachers need to provide guidance of observation and key words to assist them for writing. And, in order to have a better approach to constructive teaching, the methods of individual learning and group cooperation were applied by turns. Through the reflection and modification for teachers’ teaching strategy, the teachers’ abilities of curriculum design and implementation were improved. Moreover, they learned the comprehensive applications of teaching resources. From changing the teaching belief to understanding the value of scientific writing, the teachers would enrich the content of instruction and create more opportunities of growing together with the students. This research enabled the teachers to learn more about the characteristic of students and guide the students to construct their own knowledge actively. The expressions of students’ thoughts and feelings were also encouraged. Besides, the teachers could strengthen the ability of course design and perhaps to pursue further education for their own professional growth due to this research.