| Summary: | 碩士 === 輔仁大學 === 兒童與家庭學系碩士在職專班 === 102 === The main goal of this research is to examine of my experience in teaching science to young children. Through action research, I hope to re-examine my physical science teaching method, at the same time, attempt to move toward a more children-centered teaching method.
The subject of this research consists of a group of 15 kindergarten students. Through observation records, interviews, and self-reflection, I hope to clarify my thought process during teaching, in order to improve my science teaching ability.
I tried many concrete pedagogical methods, and gained further insight into constructivism.This process is briefly described below.
1. Adjustment of my lesson plans and teaching strategy
With more than 10 years of teaching experience, I know well how to carry out a science curriculum so that the children can answer the right questions. I know well what teaching strategies can allow the students to quickly capture the main point of the lesson; and I know what activities can capture the students’ attention. However, these know-how’s have gradually and unknowingly, moved me toward a teachingstyle that gears more toward established pattern. Using the current action research project, I tried to reexamine and adjust my former teaching through professional dialogue.This process made me realize that the most important thing in science education is to help children develop an attitude to discover the nature of physical science. Theteacher-student interactive process and children-initiated experimentation, not just to teachby carrying out specifically designed activities.
The concept and knowledge of science is intimately connected with the process of exploration. If a teacher can think about how to help young children develop the proper attitude toward science, then the student will be able to build his own scientific concepts. This has unlocked my long-time disillusion about cultivating young children’s scientific skills. The strategies implemented in my action research include: 1) decreasing the teacher’s role in leading an activity which results in a more student-led learning process and encourages exploration; 2) increasing learning motivation and involvement by following the children’s interest and expanding their own learning motivation; 3) cultivating young children’s exploration ability through emphasizing the exploration process, by asking the student to draw and record their thinking process, allowing them to experience multiple ways to communicate their thoughts, and thus more systematically develop their scientific abilities.
2. Re-experience of constructivism
A teacher’s instruction should build on the understanding of young children’s character, experience, ability, knowledge, and learning style. Because young children’s learning begins from self-observation, I focused on the children’s thinking and tried to recognize the learning individuality of each child and allow them explore science on their own pace and style.
At the end of this action research, I observed that the children are able to proactively explore. In regards to cultivating life-long scientific skills, I seem to have found an answer. At the end of the lesson, the children still keep on trying the rolling marbles. I see their curiosity motivated by their own interest whichis ascene I have rarely seen in the past.
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