碩士 / 國立台北師範學院 / 數理教育研究所 / 92 / This study applied the “project-based instruction and learning”(PBIL) strategy in order to assist students to acquire correct concepts, to explore the application of energy in daily life, and to obtain the ability to solve problems. The survey, which was done on a group of the fourth grade elementary school students and took environmental protection-related issues as teaching materials (“Transportation Vehicles and Energy”, Unit Four of the Science and Life Technology textbook of the forth grade).
Aimed to investigate: 1.The influence of the PBIL strategy on the concept learning of the students. 2.The influence of the PBIL strategy on the understanding of science and technology of the students. 3.The learning performance of the students to understand science and technology through the PBIL strategy.
Using a test to check the learning performance and a questionnaire taken during interviews as the major tools, accompanied with the evaluation of the students’ reports of “Transportation Vehicles and Energy” project, this study intended to explore the students’ condition of the concept learning and the understanding of science and technology about “Transportation Vehicles and Energy”. The main findings of this study were as follows:
1. Through the PBIL, the students understood the concepts and learning key points of science and technology in three main topics, the structures of vehicles, the power of common vehicles, and the energy in daily life.
2. The students were able to gather project-related information with the use of the Internet and library resources. By exchanging reading and discussion among the students, not only were the students’ knowledge about the project enriched, but the students also learned the skills to search for useful information. Moreover, the project could be done more effectively with the appropriate instruction from the teacher and the active learning of the students.
3. In the evaluations of the project reports of the students, the evaluator made suggestions about the integrity of the contents, the emphasis of the key points, the gathering of the information, the tidiness of the handwriting, the editing and the creativity, which demonstrated that the practice of the PBIL was positive to the learning conditions of the students.
4. It is concluded from the results that the “low grade group ”has the most improvement, the “medium grade group ”the second, and the “high grade group” the least, which showed that the learning performance of the low grade students under the PBIL strategy was admired.
5. As for teaching, a flexible schedule should be preserved for the design of the project exploring activities, and instructors should strengthen their professional ability. As for learning, discussions among small groups of students should be adopted more often to facilitate learning, and students should be encouraged to do scientific reading and to enhance their computer skills.
6. In future studies, it is suggested that more than four classes of students could be treated with different teaching strategies, and that more emphasis should be put on the statistics of quantities, in order to analyze the differences of the students’ learning performance after the ordinary teaching measures and the PBIL strategy.
Key Words: project-based instruction and learning (PBIL),
transportation vehicles and energy, concept learning,
the understanding of science and technology.
| Identifer | oai:union.ndltd.org:TW/092NTPTC476051 |
| Date | January 2004 |
| Creators | Hui-Yuan Chen, 陳惠媛 |
| Contributors | Hsiao-tseng Keng, 耿筱曾 |
| Source Sets | National Digital Library of Theses and Dissertations in Taiwan |
| Language | zh-TW |
| Detected Language | English |
| Type | 學位論文 ; thesis |
| Format | 194 |
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