An Action Research on Developing Instructional Designs to Promote Cooperative Learning in an Elementary Fifth Grade Science Classroom

• Main Authors: Hann Lung Huang, 黃漢龍
• Other Authors: Houng-Por Huang
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/45574105831761730610

碩士 === 國立臺中教育大學 === 科學應用與推廣學系科學教育碩士班 === 96 === An Action Research on Developing Instructional Designs to Promote Cooperative Learning in an Elementary Fifth Grade Science Classroom Abstract This study adopted the action research method to explore the way that the researcher developed instructional designs to promote cooperative learning in an elementary science classroom, the difficulties that the researcher encountered in the cooperative learning class, the outcome of practicing the instructional designs and the researcher’s professional growth in this study. According to the textbook, the researcher followed the five elements of cooperative learning in the Learning Together method to develop instructional designs. There are three cycles in this study to elaborate upon the instructional designs. The data collected includes: a teaching diary, observation notes, interviewing, questionnaires, and students’ documents such as notes, worksheets, and reflections. From the data analysis, results are concluded as follows: 1. Through the process of developing instructional designs, the researcher established his rules to design cooperative learning activities, including the rules to design “helping each other”, “personal accountability”, “group discussion”, and “group processing” activities. 2. The difficulties that the researcher encountered in the class are correlated to insufficient interaction in small groups and immature cooperative learning skills of group members. 3. The students have improved their cooperative learning performance, shown positive attitude toward cooperative learning activities and enjoyed science class. 4. In this study, the researcher reflected that he should make more effort to develop open-inquiry instructional designs, pay more attention to the climate changes in small groups, and enhance the ability to teach cooperative learning skills. Based on the results of this study, the researcher offers suggestions for teachers to develop and implement instructional designs and directions on further research.