A Study of Learning Effectivess on Multi-Scientific Reading into Marine Education for 4th Graders —Taking Marine Bioresources as An Example
| Autor: | Li-mei Yang, 楊麗美 |
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| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 97 This study investigated whether teaching involving multi-scientific reading could enhance students’ academic achievement in marine bioresources. The quasi-experimental teaching design was adopted and then carried out on 63 4th graders from two different classes in Fongshan City, Kaohsiung County. The students were divided into two groups--the experimental group and the control group, with the experimental group being taught using the multi-scientific reading approach, and the control group the traditional learning process. The experimental group was taught through the reading-and-sharing strategy and at the same time by the presentations of diversified media and materials, such as picture books, articles, pictures, internet, films, animations, and small book making. The Achievement Test on Marine Bioresources Learning and the Elementary School Students’ Science Attitude were employed in two groups and then analyzed quantitatively using the t-test, one-way ANOCVA, and descriptive statistics. Additionally, the researcher also analyzed the students’ personal information documents and the teachers’ reflection journals. Here are the findings: 1. From diversified media and through sharing and discussions, the students have gained a great multitude of knowledge and experience and, at the same time through the learning process, have deeper understanding on marine creatures. While most of the subjects like to learn from the multi-scientific reading, there are still some areas that need improvement, such as insufficient media equipments, students’ linguistic inabilities which led to the unsatisfied writing performance on the worksheets, and their not-good-enough abilities to understand and use the Chinese language. 2. From the reading-and-sharing activity, the researcher has found that pupils like to share with their families. Due to the progress in technology, the students have developed diversified learning attitudes. Althought they have shown less favor in writing, the instructors must not hence neglect their writing ability among the four skills—listening, speaking, reading and writing. Writing should be an important part of the activity in addition to discussing in the framework of dynamic media design, or presenting and sharing in the educational environment. Whether it is through worksheets or reflections on learning, as long as the writing activity fits the low-achievement students, their linguistic ability will be gradually improved and they will have more understanding on marine creatures, on the condition that they invest time and efforts in writing. 3. In terms of Marine Bioresources Achievement Test, the experimental group taught within the multi-scientific reading model scored more on the test than the control group taught in the traditional way, showcasing that the reading model is a boost to the students’ concept about marine creatures. In terms of achievement level, in the experimental group, the students with middle or high academic achievement learned more efficiently than their low counterparts, while no difference has been found on the learning results of the marine bioresources concept between the students with middle academic achievement and the ones with high achievement. 4. In terms of scientific attitude, in the experimental group, the students scored more on the posttest than the pretest, which shows that their scientific attitude has been promoted after they are introduced and have received the teaching model of multi-scientific reading. Regarding the achievement level, no matter what achievement level the students fell on, they have shown no difference between the post- and pretest scores. In other words, no difference was found on the students’ scientific attitudes regardless of their achievement level. Also, there was no significant difference in the scientific attitude between the two groups after having received the instructions. Suggestions have since been raised that the school should install more computers and projectors and provide internet accesses on all classrooms to facilitate the teachers with teachings. On top of that, remedial teachings should be implemented as soon as possible on the students who cannot keep up with linguistic and/or literal levels, courses need fixing and adjusting, and book reading activities should be increasingly added as part of their learning curriculum. According to above findings, the researcher has, offered some suggestions as references for further studies for the instructors and researchers who are willing to engage in the multi-scientific reading-and-sharing teaching approach, and the group discussion method. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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