The Interaction of Fifth Graders in Science Project-Based Learning
| Autor: | Chen-hao Yang, 楊鎮豪 |
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| Rok vydání: | 2011 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 99 This study was to explore fifth graders’ interaction process, interaction behavior, and the mission accomplished in every phase of a project-based learning situation, then to discuss the factors influencing the interaction behavior. The qualitative research with five fifth graders as participants was adapted. The researcher was the research tool as well as the teacher, using classroom observation, interviews, and related documents to collect the progress data when students participated in the project. The data analysis was separated according to the project-based learning phase. Using interaction event as analysis unit and the dialogue or behavior between students as the basis, the results were as follow: a.When doing the project in cooperative learning situation, the students would show concept operations, action procedures, action opportunities, emotional feedback, and other five categories of interaction behaviors. Among which the action procedures related interaction behavior had the highest frequency, and the appearance of “concept operations” was determined by the students’ comprehensive ability on the topics. b.In this study, the accomplish level of every sub-subject of the project were all above mid-high. It was found that “concept operations” refined the level of accomplishment and the “action procedure” could induce the completeness of tasks in every project-based learning phase. c.In the project-based learning, students’ interaction behavior was influenced by three major factors which were environment, personal, and message. (a) “Space and equipment” had obvious and continuing influence on the interaction behavior of the students and stimulated the formation of other interaction behavior and influence factors. (b) The “action opportunities” normally would initiate emotional feedback behavior, but these two interactive behaviors were influenced by different factors. (c) If interaction behavior was influenced by “children’s aggregated status and leader”, it would affect by the “defense opportunity” with passive and aggressive emotional feedback. (d) If there was no explicit leader in the group and the “action opportunities” were not even, the group members would obtain the “action opportunities“ according to the arranged equity principles. (e) The conflict and friction during the interaction often caused by the different children’s aggregated statuses between students. Finally, some suggestions for science project-based learning were proposed according to the results. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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