凱欣斯泰納思想在國小生活科技教學應用之個案研究
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Date
2011-05-01
Authors
張玉山
蕭佩如
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Publisher
國立臺灣師範大學科學教育中心
Abstract
本研究在國小科技教學設計中，融入凱欣斯泰納的工作實學思想，希望能提升教學 效果。本研究以台北市一所國小的一個四年級班級為對象，進行為期四週的教學實驗。 本研究強調針對自然情境與實務的洞察，主要以參與式觀察來蒐集資料，以歸納分析法 作為主要分析方法，並以持續比較法及三角檢證法，來建立信效度。經分析後，有以下 研究發現：（1）學生皆喜愛製作氣動車，具高度的學習興趣，代表本教學活動符合凱氏 對興趣原則的主張；（2）在氣動車原理方面，學生了解作用力與反作用力方向相反、大 小相同之特性，但有一部份學生無法舉出生活中的應用實例；（3）經由創意技法的教學， 學生大多可以運用多種的色塊切割方式（如線條、幾何圖形等）及使用獨特的選色技巧 來裝飾車體，但在改變圖案外形的表現上，仍有待加強；（4）學生能逐步進行各加工程 序，堅持到完成作品，符合凱氏培育公民性格的主張，學生在面臨問題時，主動發問， 但較缺乏獨力解決問題之能力。本研究根據上述研究發現，針對國小科技教學的活動主 題、教學內容、教學策略等方面，提出建議。
The purpose of this study was to examine the application of Kerschensteiner theory in elementary school technology education. A teaching experiment was conducted with a grade-4 class in Taipei. Method of participant observation was utilized to collect data needed in this study. Data were analyzed and confirmed with constant comparison and triangulation. Those main findings were: 1. Participant students had high motivations in this hands-on learning activity, which was consistent with Kerschensteiner theory. 2. Participant students got clear understandings of related science concepts. 3. Participant students could learn to decorate their products creatively. 4. Participant students completed their own products step by step and actively. Based on findings, recommendations of planning and implementation of elementary school technology learning activities were proposed as well.
The purpose of this study was to examine the application of Kerschensteiner theory in elementary school technology education. A teaching experiment was conducted with a grade-4 class in Taipei. Method of participant observation was utilized to collect data needed in this study. Data were analyzed and confirmed with constant comparison and triangulation. Those main findings were: 1. Participant students had high motivations in this hands-on learning activity, which was consistent with Kerschensteiner theory. 2. Participant students got clear understandings of related science concepts. 3. Participant students could learn to decorate their products creatively. 4. Participant students completed their own products step by step and actively. Based on findings, recommendations of planning and implementation of elementary school technology learning activities were proposed as well.