| Summary: | 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 === 99 === Abstract
The purpose of this study wanted to explores how to layout the science game into the creative problem solving (CPS) teaching model. In this research, teaching actions were modified during three teaching cycles for fifth grade students in an elementary school of Taichung County. There are seven class period totally in every cycle which were divided into three parts: the first is two, the second is two and the third is three. The data were collected in this study including the videotapes of instruction, worksheets, feedback sheets, teaching journals, teaching notes observations by cooperative teachers and interview records.
There are a few results drawn from this research- (1) CPS can be used as the framework for designing the science game teaching activities. (2) There are four factors influencing the teaching effects while combining science games into CPS as below- (a) the more smooth the learning process is, the stronger the learning interests are. (b) Students’ subjective opinions affect themselves and the performance of their groups. (c) Teachers’ teaching concepts have influence on students’ learning attitude. (d) If “Problem-solving task” is too difficult that will lead to students’ learning obstacles. (3) Through the process of CPS teaching model researcher is able to acquire professional achievements in teaching design, teaching and research.
There are three suggestions for future teaching and research - (1) Apply the CPS for scientific games teaching model will increase the accurate scientific concepts and learning attitudes for the students. (2) Design extensive activities and observe for a long term to evaluate students’ creativity. (3) Compare students’ learning effects while applying this teaching model for future research.
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