A Comparative Study of Enhancing the Depth and Broadness of Science Concepts of Junior High School Students by Problem-Based Learning and Subject-Based Learning
Dr. Der-San Chuu
The purpose of this research is to study the difference in achievement by Problem-Based Learning (PBL) and Subject-Based Learning (SBL) in enhancing the depth and broadness of science concepts of junior high school students.「The physics of glider and manufacture of a tool glider」is selected as a teaching topic. The participants of this research are students of two 2nd grade (the 8th grade of 9 year integrate curriculum) classes of a public Junior-high school located in Taipei County. The quasi-experimental design is used as the research basis. The students are divided into two study groups: the group of PBL (the experimental group) and the group of SBL (reference group). The tools of the research includes 「The web-internet based three-tier diagnosing test」 for studying the depth of physics involved in the glider, 「The web-internet based multiple-choice diagnosing test」 for the broadness of the application of the phyics involved in glider flying, and 「The attitudes toward natural-science scale」。Both groups of students need to take a pre-test right before the teaching activity (the preliminary test), and a post-test right after the teaching activity. The research is expected to investigate the performance difference of two groups and the result is expected to be used as the reference and suggestion in future teaching. The result of this study indicates that two kinds of teaching methods all could enhance students’ learning in the science concept of glider flying either in respect of depth or broadness . The result shows that the performance of problem-based learning has prominent progress than subject-based learning. However, in the respect of the attitudes toward natural-science scale, neither group can perform remarkable progress while compare the results in pre-test and the post-test. On the contrary, the PBL declined on the performance of post-test , which is opposite away from what has been expected.
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