| Summary: | 碩士 === 國立臺北教育大學 === 自然科學教育學系 === 107 === This research aimed to investigate the difference in learning effectiveness in aspect of senior primary school students’ scientific literacy and their hands-on ability after undergoing learning process combining different learning materials, of which problem solving was incorporated into story context, with practice and inquiry.
This study adopted a quasi-experimental design. Participants of the study included four classes of Grade 6 primary students in New Taipei City. A total of 51 students from two classes were divided into experimental group 1, which underwent inquiry and practice curriculum using e-books as reading materials plus digital manipulative materials. A total of 50 students from the other two classes were divided into experimental group 2, which underwent inquiry and practice curriculum using paper picture books as reading materials plus non-digital manipulative materials.
The duration of the experiment was eight weeks. Research tools included learning materials of problem-solving incorporated story context - e-books and paper picture books, phased learning worksheets, self-made PISA-like scientific literacy proficiency assessment, digital and non-digital manipulative materials and situation-based teaching module learning questionnaires. In step one, data retrieved from pre-test and post-test of “PISA-Like Scientific Literacy Proficiency Assessment” was analyzed using covariance functions in order to compare the effectiveness of scientific literacy among two groups of students after applying different reading materials to inquiry and practice courses. In step two, students’ practical works were evaluated by professionals. The result, based on direct-ranking analytic hierarchy process, then served to investigate the efficacy differences of design ability and hand-on ability between two groups of students guided by digital and non-digital manipulative materials. At last, students’ opinions and suggestions toward “different learning materials” and “practice and inquiry” were collected through worksheets and questionnaires.
The result revealed the followings:
1. Both reading materials were able to enhance students’ scientific literacy
learning effectiveness. However, there was no significant difference between two groups.
2. There was a significant differences was found in scientific literacy and concept learning effectiveness between two teaching methods. Using e-books or paper picture books as reading materials performed better than textbooks.
3. There was a significant difference between two groups of students in aspect of “offering explanatory hypothesis” after using different reading materials. Using e-books as reading materials performed better than paperback picture books.However, no significant differences were found between the aspects of “proposing or evaluating ways of exploring a given question scientifically” and “analyzing and interpreting data and drawing appropriate conclusions” which means approximately same learning effectiveness was able to achieve.
4. There was no significant differences were found in scientific literacy learning effectiveness between two different learning achievement groups of students.However, high learning achievement groups of students performed better than other groups.
5. There was a significant difference was found between middle-achievement groups in aspect of “offering explanatory hypothesis”.And a significant progress was found in aspect of “analyzing and interpreting data and drawing appropriate conclusions” between two different learning achievement groups of students.
6. Both manipulating material guiding were able to enhance students’ design ability and hand-on ability in practical work. However, groups guided by e-book plus digital manipulating material performed better in innovative forms.
7. Both groups of students expressed high approval rating and evaluation after undergoing the learning process combining different learning materials, of which problem solving was incorporated into story context, with practice and inquiry.
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