| Summary: | 碩士 === 國立彰化師範大學 === 科學教育研究所 === 106 === This study investigated the effectiveness of integrating scaffolding into collaborative problem solving (CPS) teachingon 8th graders’ science learning performance. Besides, analysis the learning performance will or not be influenced by learning style, prior knowledge and gender. This study conducted a quasi-experiment, the experiment group (N = 27) was treated with integrating scaffolding into CPS teaching and the control group (N = 25) was used only CPS strategy. The learning unit include “three primary colors of light”, “atomic structure” and “reaction rate” in “the nature and life science and technology” curriculum in Taiwan. “Kolb learing style inventory”, “Student CPS Self-Assessment Scale”, “Student Perceptions of CPS learning Scale” and “CPS group/ individual working sheet” were adopted in this study.
The major findings are (a) students’ learning achievement were significantly improved after the course for both groups. However, the experiment group students score only significantly better than the control group on achievement test of “reaction rate” unit. (b) After the teaching, the CPS ability of the self-assessment of the two groups of students has grown. However, the experiment group is better than the control group, and it is shown in several subscales of the CPS self-assessment. (c) the experiment group students had positive attitude toward the course. (d) the prior knowledge will effect the perfprmance when students learning CPS skills, however, learning style and gender influence little.(e) when reflecting the intergrating scaffolding into collaborative problem solving teaching in course design, teaching strategy, students’ learning and the assessment, some difficulties and limitations are discussed.
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