| Summary: | 碩士 === 國立中正大學 === 教育學研究所 === 102 === The goal of this study is to explore the curriculum planning, level of integration, implementation process, encountered problems and solutions, and the impact of the learning outcomes and attitudes toward the science and technology curriculum pertaining to the implementation of an integration of information science into the “simple machines” multimedia webpage instruction of the science and technology curriculum.
This study adopts an action research approach and the research objects are 24 students from 6th grade/Class 1 of Houan Elementary School in Yunlin County. The researcher collected relevant data through discussions with cooperating instructors, classroom observation, student interviews, written student information, reflective journals, and one-shot case study. The obtained data were organized and analyzed.
Research results and findings：
1. Identification of cooperating instructors, application of the ASSURE model as a cognitive orientation for curriculum planning, and identification of an entry point for the integration of information technology into the science and technology curriculum to increase the feasibility of instruction.
2. Employment of IT integration levels to determine the implementation methods for the integration of IT into actual instruction, application of the Moodle-learning platform and multimedia features and adoption of multidimensional teaching strategies in the implementation of science and technology curricula
3. The problem-solving ability of schoolteachers is enhanced through constant reflection, dialog, and accumulation of experience, which in turn raises the information literacy and improves the skills required for the integration of information technology into the science and technology curriculum.
4. Gender and IT ability levels have no significant impact on learning outcomes after “simple machines” multimedia webpage instruction with integrated IT, while different students’ prior knowledge are significantly correlated with outcomes.
5. Male students tend to score higher on Simple Machines Achievement tests than female students and male students also exhibit greater progress between pre- and post-tests. The learning outcomes and progress of students with high prior knowledge are significantly superior to those with low prior knowledge. Students with high IT ability levels tend to score higher on Simple Machines Achievement tests than students with low IT ability levels. However, students with low IT ability levels exhibit greater progress between pre- and post-tests than students with high IT ability levels.
6. Gender, prior knowledge, and IT ability levels have no significant impact on learning attitudes after “simple machines” multimedia webpage instruction with integrated IT.
7. The scores of female students on the Science and Technology Learning Attitude Scale increase by a larger margin than those of male students. The scores of students with low prior knowledge on the Science and Technology Learning Attitude Scale increase by a larger margin than those of high prior knowledge. The scores of students with high IT ability levels on the Science and Technology Learning Attitude Scale increase by a larger margin than those of low IT ability levels.
Finally, recommendations are offered for the integration of IT into science and technology instruction based on the research results and from the perspective of research objects and scope, IT types, teaching strategies, research orientation and contents as a reference for future research.
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