| Summary: | 碩士 === 國立高雄師範大學 === 特殊教育學系 === 97 === The effects of the Problem based learning on cooperative skills and critical thinking of elementary gifted pupils
Chun-Jen Lin
Abstract
The purpose of this study was to explore the effects of the problem based learning (PBL) program on cooperative skills and critical thinking of the gifted pupils. On the basis of the findings of the study, some suggestions of applying PBL program in gifted classes in elementary school were offered.
A study of “nonequivalent pretest-posttest control group design.” was conducted on the fifth and sixth grade gifted pupils in elementary school. Forty-eight students were randomly divided into experimental group (EG) and control group (CG), twenty-four in each group. The members (n = 24) of the experimental group practiced 24lessons (40 minutes per lesson) PBL in twelve weeks, while the members (n = 24) of the control group did their activities as usual. The instruments used for this study included “The cooperative skill scale”, “The critical thinking test-level I” (CTT-I), and “The Dispositions toward Critical Thinking Scale” designed by Yu-Chu Yen (1999). The analysis of covariance (ANCOVA) was used to analyze the data obtained from the results of pretests and posttests on the used instruments. According to the results and findings, the conclusions were as follows:
1. PBL program had significant teaching effects to the gifted pupils on social skill, working skill and overall adjustment of “Cooperative Skill Scale”.
2. PBL program had significant teaching effects to the gifted pupils on induction, interpretations, evaluation of arguments, and overall adjustment of “Critical Thinking Test-Level I” (CTT-I), but didn't have significant teaching effects on recognition of assumption and deductions.
3. PBL programs had significant teaching effects to the gifted pupils on intellectual inquisitiveness of “The Dispositions toward Critical Thinking Scale”, but didn't have significant teaching effects on openness and empathy. And after using Johnson-Nyman method, the students in the experimental group had higher learning effect than students in the control group when their pretest score less than 36.39、15.21、82.56 on systematization and analytics, holism and reflection and overall of “The Dispositions toward Critical Thinking Scale”.
Analyses and discussions were made on the basis of these above outcomes, and suggestions were offered for practical teaching and future research.
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