Large underfunded classrooms are indicative of the situation found in many developing countries. These limitations often lead to the ineffective teacher-centred approach dominating classroom instruction in these countries. The aim of the study was to examine active learning strategies used by teachers in large unfunded Physics classrooms, in Kerala, India. This study used a qualitative approach utilising a case study method. The data collection process involved mainly unstructured interviews, lesson observations and the analysis of documents. The results of the study indicate that despite the difficulties faced in India, similar to those faced by other developing countries, the Indian state of Kerala implements and supports active learning rather than the more common teacher-centred approach. The research defines the common forms of active learning in the Physics lessons and critically examines the core elements of the learner-centred teaching approaches. Successes have been found in the implementation of active, collaborative, cooperative and problem-based learning in the large underfunded Physics classes. The results of the research suggest that teachers need to be highly trained, resourceful, creative, hardworking and sometimes go above and beyond the required duties to make active learning in large underfunded Physics classroom a success. / Science and Technology Education / M. Ed. (Natural Science Education)

本研究是以個案研究的方式，探討台北縣立國民中學的工作團隊之知識性活動與知識管理的差距。分析的項目包括知識管理關鍵因素和組織環境等二部分。同時也對工作團隊面臨的問題及其因應對策進行了解。其中知識管理關鍵因素包括知識的取得、知識的創造、知識的儲存等三項。組織環境的部分包括人員和組織行政的配合情況。 本研究發現，台北縣國民中學教師所組成的工作團隊，雖然在沒有知識管理的認知下，其知識性活動和已在實施的知識管理專案，相距並不大。若是將各個工作團隊採行的知識性活動加以彙整，則這個差距將更小。所以，如果要在這些單位中實施知識管理，應是可行的。 關鍵詞：工作團隊、知識管理、知識的獲得、知識的儲存、知識的創造、小班教學精神、課程統整、多元智慧、電腦輔助教學。 / This research is adopted to the method of case study: deeply discussing the difference between the knowledge activities and knowledge management ( KM ) of the work teams of junior high schools in Taipei County. The analysis items include two parts: the feature components of knowledge management and organizational environment. At the same time, the research also gets understanding in the facing problems of the team work and their coordinate strategies. In detail, the feature components of knowledge management include knowledge gaining, knowledge creation, and knowledge saving. The organizational environment includes the members and administrators of the work teams and their cooperation. The research found that the work teams of the teachers of junior high schools in Taipei County even if without acknowledgement in knowledge management, their knowledge activities are corresponding to the cases of current practicing of knowledge management. If to collect all the knowledge activities addressed by each work teams, the difference is getting smaller. Therefore, it is to say that to practice the knowledge management is doable. Key wards: work team, knowledge management(KM), Knowledge gaming, Knowledge saving, Knowledge creation, the sprits of small class instruction, curriculum integration, multiple intelligences, computer assisted instruction ( CAI ).