A Study on Elementary Science Classroom Learning with Peer Instruction via Wireless Response Devices
|關鍵字:||同儕教學;課前學習;面對面互動;科技當作媒介工具;peer instruction;pre-class learning;face-to-face interaction;technologies as mediating tools|
本研究探討國小的自然科領域實施同儕教學之情形，及在小學科學教室中如何運用無線科技 (EduClickII) 來改善同儕教學，目的在研究自然科領域實施同儕教學的學習效果，提出建議作為教師實施同儕教學時之參考。
四、參與實驗的老師非常支持使用無線回應學習輔具，因為無線回應學習輔具 (EduClickII) 可以增加優質的教學，只需花費在設備和電子教材製作的金錢與時間，仍為落實教學上的阻力。|
The Grade 1-9 Curriculum Guidelines highlight the important of students’ learning ability in multiple disciplines. The teacher may use the teaching method of all kinds flexibly, which can engage students' learning interest and improve student to pay attention to learning. “Peer Instruction (PI)“ has been proven apparent result in university education. However, few studies have been done to clarify the methodologies and effectiveness of implementing PI for elementary school students. This study aims at exploring its influence and value about students’ learning. This research studies the scenario of PI in Nature and Life Technology to 3-grade students in elementary school. How to use wireless technology (EduClickII) to improve the elementary science classroom learning with PI? The main purpose is to examine the learning outcome of PI and intends to provide suggestions for teachers who may one day need to implement this method. This research regards students of third graders from two classes in elementary school as the subjects. In addition to the qualitiative research paradigm, the quantitative method is also applied to conduct the analysis. With analysis of the data collection includes the pre-, post- and postponed-test of the concept achievement exam, observation recording, audio and video tape recording, interviews, and relevant documents, the findings of this study were summarized as follows: (1) By bringing kids to perform pre-class reading activity in the library, teacher can engage elementary school students in PI pre-class reading. (2) Elementary school students are lack of supporting evidence and good expression on discussion always, so the teacher can implement PI on elementary school by demonstrating an experiment before discussion. (3) The evaluation of 29 3-grades elementary school students learning achievement supports PI pedagogical model on elementary science classroom. (4) Teacher’s opinions supports that PI pedagogical model via wireless response system (EduClickII) can increase instructional quality substantially but the cost.
|Appears in Collections:||Thesis|