| Summary: | 碩士 === 臺北市立大學 === 應用物理暨化學系自然科學教學碩士學位班 === 103 === The study aims at the effects of “scientific concepts” and “scientific attitudes” of fourth-graders after taking the courses of “integrating science games into POE instruction” and contrasts the difference of “scientific concepts” and “scientific attitudes” between different genders and among different learning achievements.
A methodology of “One-group pretest-posttest design” of the quasi-experiment was applied in this study. The activities which the topic was “buoyance”were designed with the strategy of “integrating science games into POE instruction”. 31 fourth-graders were took as samples in this study for 4 weeks. Both qualitative and quantitative analysis were conducted. The learning outcome of students was collected through “scientific concept test” and “scientific attitude scale”. Students’ feelings and thoughts about “integrating science games into POE instruction” were understood through “teaching evaluation questionnaires”. The data was analyzed with non-parametric statistics (Wilcoxon matched-pairs signed-rank test, Mann-Whitney U test, Kruskal-Wallis one-way analysis of variance by ranks and Spearman rank correlation) and assisted with triangulation included observations, interviews and content analysis. Study concluded as the followings:
1. “Integrating science games into POE instruction” significantly promoted scientific concepts of fourth-graders.
2. “Integrating science games into POE instruction” did little on scientific attitudes of fourth-graders.
3. Students of different genders didn’t have different performance on “scientific concepts” and “scientific attitudes” after taking the courses of “integrating science games into POE instruction”. No matter male or female, there was no significant correlation between their scientific concepts and scientific attitudes.
4. The “scientific concepts” of high-achievment students were remarkably better than low-achievment students before and after taking the courses of “integrating science games into POE instruction”; the “scientific attitudes” of students were not different because of the difference in learning achievements.
5. After taking the courses of “integrating science games into POE instruction”, students were very pleased at it and had a lot of positive responses.
According to the findings of this study, “Integrating science games into POE instruction” significantly promoted scientific concepts of students. The students were very pleased at the courses of “integrating science games into POE instruction”, and had a whole lot of positive responses.
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