碩士 / 臺北市立教育大學 / 科學教育碩士學位學程 / 98 / There are three purposes in this study: 1. to study the effects of different teaching methods on the learning performance of aquatic creature subject for the 4th grade students. 2. To explore the effects of different approaches on the learning manner of aquatic creature subject for the 4th grade students. 3. To observe what the inspiration competence of student will be under a creational teaching activity.
This research adopts standard experimental structure. The subject is a 4th grade class in a primary school in Bade City of Tao Yuan County, total 120 persons, that is categorized into two groups, there are 60 persons in each group. The experimental group received the “Creational teaching of aquatic creature” developed by the researcher, whereas the contrast group received a common “Teaching guidelines”. Treating the “Teaching method” as independent variable, the physical studying tools contained “Learning performance test of aquatic creature for the 4th grade students”, “Learning manner questionnaire of aquatic creature for the 4th grade students”. After testing the “Learning performance test of aquatic creature for the 4th grade students” by pair T square, whether the distinctive differences among total scores, and respective concepts are verified.
The results discover that: 1. the testing scores of students receiving “Learning performance test of aquatic creature for the 4th grade students” are notably higher than those receiving the “Teaching guidelines”. 2. The scores of students receiving “Experimental teaching” are notably higher than those receiving “Teaching guidelines” in terms of “Aquatic Plant Function”, “Protection and Crisis of Aquatic Creature”. 3. Interviewing results can be summarized into the following 5 conclusions: 1.) Students in experimental group have positive attitude toward the course of aquatic creature. 2.) Students in experimental group have relatively more positive attitude toward the aquatic creature course instructed by the science teacher. 3.) Students neither in experimental group nor in contrast group will actively look for relative data regarding the aquatic creature. 4.) Students both in experimental group and in contrast group have the ideas of “Aquatic Creature Protection”. 5.) Students in experimental group have promotional effects positively on learning manner toward science subjects due to the aquatic creature course. 4. The students in experimental group demonstrate creational inspirations like” sensitivity of thinking”, “liquidity of thinking”, “conversion of thinking”, “creation of thinking; the feelings include “curious”, “challenging”, and “imaginary”.
According to the research result, it suggests to add interesting experimental class into the teaching confines, and to instruct the students about the exact identification of aquatic plants grouping, and the root cause of aquatic creature extinction due to outer race invasion. Teachers shall encourage students to demonstrate themselves, and to perform discussion with teachers of different fields, as well as enhancing coordination teaching.
Key words: creational teaching activity, learning achievement, learning manner, experimental teaching
| Identifer | oai:union.ndltd.org:TW/098TMTC5231009 |
| Date | January 2010 |
| Creators | 鍾淑漣 |
| Contributors | 陳建志 |
| Source Sets | National Digital Library of Theses and Dissertations in Taiwan |
| Language | zh-TW |
| Detected Language | English |
| Type | 學位論文 ; thesis |
| Format | 160 |
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