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題 名 | 國小專題本位科學展覽活動教學之研究=A Study of Project-Based Instruction for Elementary Science Fairs |
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作 者 | 賴慶三; 高汶旭; | 書刊名 | 臺北市立師範學院學報. 人文藝術類社會科學類科學教育類 |
卷 期 | 35:2 民93.09 |
頁 次 | 頁259-285 |
分類號 | 523.36 |
關鍵詞 | 專題本位教學; 科學展覽活動; 創造性問題解決; 科學教學; 科學態度; Project-based instruction; Science fairs; Creative problem solving; Science teaching; Scientific attitudes; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究之目的,針對自然與生活科技領域中,以國小學生科學展覽活動之學習為核心,進行專題本位課程與教學之探究。研究樣本為臺北縣一個國小五年級的班級,以科學展覽活動「溫度知多少」為單元,進行專題本位教學與學習活動。研究工具包括:科學學習成就測驗、科學態度量度、創造性問題解決厲力測驗;其信度分別是科學學習成就測驗為.80,科學能度量表為.94;效度則經三位師院教授完成效度考驗。 研究結果如下:(1)參與專題本位科學展覽活動後,學生的科學展覽活動實作能力,有明顯的成長,並能順利完成科展專題作品。(2)參與專題本位科學展覽活動後,學生的科學學習成就與前測比較,有明顯的提升,而且達到.001的顯著水準;學生的科學態度表現與前測比較,有明顯的提升,而且達到.01的顯著水準;學生的創造緎問題解決能力,與前測比較有明顯的增進,而且達到.01的顯著水準。 |
英文摘要 | The purpose of this study is to evaluate the teaching method of project-based instruction implemented in elementary school science and the learning outcomes of pupils participated in the science fairs. During the teaching process, it will explore (1)the pupils’ performance in a science fairs, (2)the pupils’ science achievement performance, (3)the pupils’ scientific attitudes, and (4)the pupils’ performance of creative problem solving. This study had selected a 5th grade class as the sample subject and used “How much do you know about temperature” as the teaching unit for 30 lessons of teaching activity. Evaluation tools include; test on the creative problem solving, test on the science achievement performance, and measurement on the scientific attitudes. The reliability in which is .80 on the test of science achievement performance, .94 on the test of measurement on the scientific attitudes, the validity was affirmed by three professors in Teachers college. The major finding in this study is summarized as follows: (1) After being conducted the project-based science fairs learning, the pupils are able to plan the experimental method by themselves and also can prepare a written report, in addition, they also can complete and design their project works. (2)After being conducted the project-based science fairs learning, the pupils’ science achievement performance, scientific attitudes, and performance of creative problem solving have been improved and progressed significantly. |
本系統中英文摘要資訊取自各篇刊載內容。