| Summary: | 碩士 === 國立屏東大學 === 科普傳播學系數理教育碩士班 === 104 === This study aimed to describe student learning outcomes of art and science areas, how to overcome difficulties of integrating arts into science courses as well as the teacher’s reflection and professional growth in the action research of integrateing arts into science courses for elementary midlle graders.
This study was carried out by way of action research in the researcher’s four classes of third graders lasting three months of two unit teaching activities. This study used teaching logs, videos, photos, learing sheets, questionnaires and interviews etc. to collect research data. By constantly spiral action research, the researcher adjusted teaching and continued to make better in the science courses.
The teaching mode and teaching process of integrating arts into science courses used science inquiry and creativity throughout the entire teaching and then combined with aesthetic experience from the arts, the image thinking and artistic creation, so that science knowledge can be presented a way of life aesthetic. The study used teaching logs, videos, photos, learning sheets, questionnaires and interviews to well record each process in order to provide a wealth of information for data analysis.
The results showed that the students were significant improved in the science learning outcomes except for students scoring 1 and 2 of the A and C class. The performance of art field was explored by stuents’ performance in observing, recording, experiment planning and flower designing by hand-painted way. Finally, the students carried out scientific creation by artistic creation, so that they could complete flower shelf production and indeed applied science in life aesthetics.
The researcher had first formulated the criterion of the curriculum arranges, broken the limit of facilities and integreated the useful information for teaching so that the researcher could break through science knowledge insufficiency of the researcher. But it was actually to provide the students more multi-dimensional experiences and thinking space. By the process of curiculum plan, strain preparation, resources conformity, teaching material design, teaching implementation, classroom management and teaching self-criticism, the research could progress in the teaching and grow together with the students.
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