| Summary: | 碩士 === 中原大學 === 教育研究所 === 101 === The purpose of this study is to discuss the difficulties and strategies to apply problem-based learning by elementary science teachers. Based on Qualitative research, this study used three elementary school science teachers as the research objects to discuss the current teaching situation, the difficulties and the responsive strategies when the elementary school science teachers put PBL into practice and make a suggestion according to the research results. This research is based on semi-structured interviews, supplemented by the related analyses to understand the difficulties and strategies to apply problem-based learning by elementary science teachers.
The results of this research are as follows:
1. Elementary science teachers will take the following approach: science teacher inquiry PBL teaching experience and ability to show acceptance of the changing role of teachers and students to enhance student data processing capabilities, proper planning of PBL teaching process, teaching time control and human resources, and the use of resources in the school environment.
2. The difficulties is "teacher inquiry teaching experience and ability", "the role of teacher and student exchange", "student experience and ability", "time and human resources", "teaching environmental resources."
3. For elementary science teachers in implementing PBL faced five difficulties, the proposed coping strategies to "enhance professional subject knowledge, enhance inquiry teaching ability," "Peer Assistance, classroom observation and peer mentor training", "teacher timely guidance students to discuss and data collection, to give support scaffolding "," early planning teaching process control teaching time "," increase the books and IT equipment. "
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