| Summary: | 碩士 === 臺北市立教育大學 === 應用物理暨化學系自然科學教學碩士班 === 101 === The purposes were to explore how the model “the Integration of WebQuest into Nanotechnology Curriculum (WQNTC)” influenced cognitive and affective learning, to discover any difficulties encountered during the process, and to depict the professional growth among the researchers and their reflections in teaching. The subjects were 12 gifted students from a regular elementary school in New Taipei City. The researcher applied the WebQuest model, an inquiry-based learning method, on the teaching of nanotechnology towards gifted students in elementary school. Through collaborative action research, the researcher developed a WebQuest inquiry-based learning course. The researcher discussed the courser with collaborative teachers first and then reviewed by a science education scholar. Finally, the collaborative teachers and researcher taught the six-week course, 18 periods in total.
In order to investigate the students’ cognition and their opinions in learning nanotechnology, the researcher applied three instruments “cognitive survey” and “affective survey” on nanotechnology and “student’ feedback survey” to the WebQuest site. Furthermore, qualitative research tools used in this study included video and audio recording of the teaching activities, check lists, learning documents and interview records of the students. Finally, by encoding analysis and quantitative description, statistics of all data collected.
The findings of the study were as follows: 1. The percentage of correctness which students responded to the nanotechnology cognitive survey after providing WebQuest teaching increased from an original 58.0% to 96.3%. The result shows that WQNTC may benefit to the cognitive learning in nanotechnology for elementary gifted students. 2. After the subjects received WQNTC, the average score in the affective survey enhanced from a previous 3.86 to 4.35. This result indicates that WQNTC had a positive influence to the learning perspective in nanotechnology to elementary gifted students. 3. Action research benefits the professional development for teachers; during the procedure of developing an appropriate WQNTC, the teachers were involved in course materials design, course implementation, student-teacher interaction, review/reflection of the teaching, and making adjustments. The non-stop process of overcoming the difficulties when encountered provided the professional-enhancement development in course materials and website design.
Keywords: nanotechnology, the Integration of WebQuest into Nanotechnology Curriculum, gifted students in elementary school
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