通過移動作品創作法提高高年級小學生的協作解決問題的能力

本研究採用定性研究方法對個案進行研究，目的在於檢驗小學高年級學生在科學學習中進行協作問題解決的能力。兩個班級在此次研究中參與了“植物和環境的關係”項目。其中班級一採用了“建設性挫敗”教學設計指導的基於項目的學習方法，而班級二則採用了普通的基於項目學習方法。數據收集包括小組焦點訪談和小組在探究中創造的作品。研究結果表明，與班級二的學生相比較，班級一的學生會在問題解決過程中創造質量更好的小組作品，同時會在學習中展現主人翁精神並能更積極地應對挑戰。
The paper reports on a study adopting a qualitative research method to investigate primary students’ development of collaborative problem solving skills in science learning using a project-based learning approach. Two classes at upper primary level participated in the project on “Plants and their living environment”. Class 1 adopted project-based learning approach using a productive failure (PF) instructional design; Class 2 adopted same approach without using (PF) design. Data collection includes student focus group discussions and student group artifacts. The research findings show that compared to Class 2, the students in Class 1 produced better group artifacts/projects in project-based learning process; and they developed a sense of ownership of their learning and were more positive in facing the challenges. Copyright © 2018 GCCCE.