(1)STS Unit Activity: What Should We Do With the Used Cooking Oil?
| Autor: | 游佩琪 |
|---|---|
| Rok vydání: | 1994 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 82 (1)STS Unit Activity: What Should We Do With The Used Cooking Oil? This study is to develo instructional and assessment strategies for the STS unit activity on the topic, "What should we do with the used cooking oil?", using problem-centered, cooperative learning. In the process students (sophomore) are to (1) construct knowledge, views and values by (a) examining their views and values about responsible citizen actions concerning STS issues involved, (b) confronting inconsistencies in their views and values about the pertinent STS actions, and (c) promoting their open-ended thinkng on this particular STS topic; (2) use process-map as a metacognitive tool which helps learners (a) organize, construct, and modify their process-concept cognitive frameworks, and (b) transfer learning to new situations. Their descriptive stantement reflected their open-ended thinking on the STS topic. Their levels of cognitive complexity on the STS issues were scored by the McDaniel''s 5-point scale. The ability of designing experiments were assessed on the process maps drawn and the paperpencil tests; the latter also assessed learning achievements in chemistry concepts. and integrtion of subject matter knowledge. The degree of participation and quality of performance in the activities were measured on our five-point scale. The results showed that the instruction/assessment strategies were successful. The model kept them in high degree of interest throughout the process, promoting their social views and knowledge on "the topic" in the real life; and almost all of them advanced to higher levels of thinking. Between the following assessments there were strongpositive correlations expressed by percentage consistencies: degree of participation and level of thinking (85%); degree of participation and process-map (85%); degree of participation and experimental result (85%); paperpencil test and level of thinking (85%); paper-pencil test and process-map (90%); paper-pencil test and experimental result (90%); level of thinking and process map (100%); level of thinking and experimental result (100%); proces-map and experimental result(100%); degree of participation, paper-pencil test, level of thinking, process-map, and experimental result (75%). The result showed that the instructional and assessment strategies were effective for students to cnstruct knowledge, views, and values about the STS topic. The model was also used on a senior class, and found effective in promoting their STS learning and pedagogical content knowledge. (2)Design of STS Activity Units "Detergent" This paper is to design STS activity units "detergent". There are four units (1) what should should we do with the used cooking oil? (2) what are the sources of the detergents?" (3) How should we select good detergents?; and (4) How would the detergents affect the enviroment? Each unit can be used independently, but since they are interrelated they can be used jointly. Each unit consists of instructional goals, scenarios, vignettes, paradoxes, challenging questions, instructional and assessment strategies, and time required. The information collected from the local libraries, newspapers, magazines, consumer association, and industry unions. Therefore, the activity units developed using the information have the local feature suitable for use in the secondary schools. Students engaging in these activities will be able to constructed the ability of investigation, decision making, and problem solving; they will also develop social and global views. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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