E化專題導向學習融入國小五年級綜合活動學習領域之合作行動研究－以「校園生態池的水生植物」議題為例

Abstract

We are living in a digital world, where information technology has become part of our daily lives. Figuring out how to make the best use of information technology to improve the quality and efficiency of teaching and learning is the goal of future education. This is a cooperative action research of incorporating Project-Based Learning (PBL) into integrated activities curriculum for fifth Graders in elementary school. The main purpose of the study is to combine the concepts of PBL and integration of information technology into instruction, and put them into practice to carry out the experimental course: Ecological Pond and its Aquatic Plants in our campus. The researcher formed the cooperative action research team with Ms. Chen from Keelung Municipal Chang Le Elementary School. During the four steps of cooperative action research: plan, action, observation, and reflection, we worked in conjunction to design, develop, implement, and evaluate the course. The research data was collected from multiple aspects, applying qualitative as well as quantitative means of research, including in-depth interview, observation survey, and questionnaire survey. The research results are listed below: 1. The students demonstrated multi-dimensional learning progress. The students showed some decent improvement in their abilities to research, organize, self-express, cooperate, and manipulate information technology. Also, the concepts of ecological care and environment protection were taking shape in their heart during the process. The multi-dimensional learning progress the students made were very impressive. 2. PBL utilizing information technology was suitable for integrated activities curriculum for fifth Graders in elementary school. PBL was suitable for integrated activities curriculum for 5 reasons: a. The teaching strategy of PBL corresponded with the basic principles of integrated activities curriculum. b. The introduction of information technology had positive influence on instruction. c. The flexible lesson time that the integrated activities curriculum was able to provide was good for constantly adjusting teaching schedule according to students’ learning situation. d. The teaching strategy of PBL was beneficial to achieve instructional objectives associated with affective domain. e. The students showed positive attitudes toward incorporating PBL into integrated activities curriculum. 3. Forming teaching teams and implementing regular PBL courses were the two major solutions to the teaching problems. Teaching problems encountered: a. The lesson time management was difficult to execute. b. The configuration of one teacher for a class having 20-30 students was insufficient. c. The evaluation standard lacked a firm foundation. d. Students had various problems concerning operating computers. 4. The students’ attitudes toward PBL were both positive and interested. After reviewing and analyzing the research data from student interview and questionnaire, it was obvious that the students’ attitudes toward PBL were both positive and interested.