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教育實踐與研究期刊
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Vol. 18-2（2005/9）

  • An Analysis of the Integrative Studies in Japan

    Yung-sheng Ou*

     

    Establishing a new subject in school is social and political processes, which involves the competition for resources, status, reputation and identity among interesting groups. Toward the establishment of integrative studies in Japan’s new Course of Study, the progressist, marxist, neo-liberatives and neo-conservatives in Japan have developed intensive discussions. This paper analyzed and discussed arguments in different paradigms to provide new insights for curriculum discourses in Taiwan.

 

Keyword: integrative studies, curriculum discourses

  • An Inquiry into the Standard-Based Curriculum Reform of the Basic Education in Washington State

    Chia-hsiung Huang*

     

    In order to promote the achievement of students’ learning, thereby to enhance the strength of economic competition in the changing world, Washington State has been toward a standard-based curriculum reform of the basic education since the state passed the education reform acts of 1992 and 1993. The states’ curriculum standard of basic education, named the Essential Academic Learning Requirements, was issued in 1995 and 1996. For the enactment of the curriculum standard, some new systems, such as a new assessment system of students achievement, a new accountability system of schools and a new certification system of teachers, have been established and implemented by the state. Besides, the state has developed and acted many kinds of programs to enhance the professional abilities of teachers and give the schools resources and technical assistance.

In the article, the rise of the Washington State standard-based curriculum reform, the basic ideas and assumptions in it, the structure of the states’ curriculum standard and its curriculum management system are analyzed and criticized. The following conclusions are made. Firstly, the Washington State standard-based curriculum reform would promote the academic achievement of the students in main subjects. However, it’s difficult to meet the different needs of individual students. Secondly, the Washington State curriculum standard has an over emphasis on the curriculum ideology of Rational Humanism and has a deep instrumentalism in education. Finally, the professional autonomy of schools and teachers would be limited to the implementing methods, resulting from the adoption of the New Managerialism in Washington State, despite the States’ endorsement of the school-based management system. The limitation of the professional autonomy of schools and teachers does not fit into the intent of curriculum reform.


Keyword: curriculum reform, curriculum management, curriculum standard and Washington State education.

  • The Power of the Stories in the Educational Articulation Process Between Middle Schools and Elementary Schools: A Collaborative Action Research

    Li-juing Wu, Yuh-yin Wu, Hou-chun Lin*

     

    The purpose of this collaborative action research is to implement real actions to articulate the gap between elementary schools and middle schools. Members of this action research team were teachers from three different educational levels: the elementary school, the middle school, and the teachers’ education institute. We firstly stated the rationales of the action research, then shared the stories reconstructed through the programs and events happened during the action period. Unique stories against the mainstream cultural background were told here and are encouraged to be told in the future to regain the power of actions.


Keyword: curriculum articulation, collaborative action research

The paper indicates “the integrated assistance system for instruction, discipline and guidance”, exerting its strength on educational staff from the culture of organization, plays the roles of combination, encouragement, demonstration, foundation and pushing, and makes the educational environment reach a higher quality; it also brings the educational reform to a new milestone and plays an important role in educational reform history.


Keyword: the integrated assistance system for instruction, discipline and guidance, school restructuring , educational reform

The purpose of this study was to analyze the current status of professional developments of elementary and secondary school principals in Tao Yuan, Shin Chu, and Miaoli counties in order to bring up the specific suggestions as references. “Questionnaires for Elementary and Junior High School Principals’ Opinion on Professional Development” had been edited and used as an analytical instrument for this survey study. According to the results, the following conclusions were reached:

1. The elementary and secondary school principals support the system of principal professional development. Generally speaking, as to the principal’s licensing system, most of them reported that it served as an important mechanism to enhance the principals’ professional development.

2. As for the measures that assist the principal’s licensing system, most of the principals believed that it is important to confirm the system first, and then to modify the related laws.

3. For the overall planning and implementation of the training and arrangement for the principal’s professional development, it is necessary to set up a national-wide organization to deal with matters that are related to the principal’s professional development.

4. The courses for the professional development of the principals should be practice-oriented by nature. In addition, the implementations of professional knowledge should differ according to genders and the stages of professional development.

5. The lack of organizations that administrate the training of principal professional development can be ascribed to the unenthusiastic of the principals to take part in the professional development. Most of the principals support that the enthusiasm for the professional development could be regard as a critical criterion for selecting principals.


Keyword: principal of elementary school, professional development of principal, principal’s training, principal’s license

The purpose of this research aims to explore those information staffs in charge of information businesses in Taipei senior high schools for their competency of handling information-related issues.

The researcher designed a questionnaire, entitled” Evaluation for the information technology skill, for the information staffs working in Taipei senior high schools.” Questionnaire consists of six major dimensions as listed below:

1. Competency of fundamental computer skill.

2. Computer hardware knowledge and capability of equipment maintenance.

3. Proficiency in applying the computer to education-related fields.

4. Competency of establishing and managing the network server.

5. Competency of web page creation and its maintenance.

6. Network rules and information safety.

According to the research conclusions, we suggest the educational administration to include information staffs in formal organization. Also, systematic training programs are essential. School administration should organize information panel. It is recommended that schools should recruit teachers with the competence of network system management. The information staffs should upgrade information-related courses, assisting schools to computerize administrative procedures and develop information education.

 

Keyword: information technology skills, information business, schools’ information staff

This study aims to create a revitalized model for constructivist teaching, using the five-phase constructivist teaching sequence proposed by Driver and Oldham (1986) as basis and Bandura’s (1986) social cognitive theory and Richardson’s (2003) constructivist views on teaching as reference. The experimentation method was adopted, in which a self-developed multiple-answer quiz was administered to 20 elementary school pupils deliberately sampled for the study, with 12 males and 8 females. Through the experiment, this study found that after the implementation of constructivist teaching, pupils were able to think more flexibly and apply more fully their prior knowledge. Not only did the number of correct solutions increase remarkably but the pupils became more capable of providing clear, logical explanations to the elimination of contradictions in their second round of problem solving. The clear improvement on the completeness of problem-solving strategies of student subjects indicated that a transfer effect of learning has taken place.


Keyword: constructivism, constructivist teaching strategy, problem-solving strategy

 

Non-offical Chinese-Classics-Poetry-Memorizing programs (CCPMP) for kids have bloomed in the past ten years. Due to the successful impact on students’ verbal and moral achievement, those programs were even thought as a potentially powerful means for kids in low social-economic culture to move toward higher SES level. In general, CCM teachers differ from those teachers in regular official classrooms in their teaching goals and strategies. The purpose of this qualitative study is to examine the teaching beliefs of five teachers in those classics-memorizing programs.

The results indicated that those five teachers’ teaching beliefs could be divided into three categories and totally eleven sub-categories. Also, there exist some inconsistence among some teachers’ beliefs.


Keyword: memorizing classics in childhood, teaching beliefs, teaching evolution

Procedures

This study adopts the quasi-experimental design that compares the outcomes of the control and treatment groups before and after the experiment. Final sample consists of two classes which were randomly drawn from the Taipei Municipal Min-Chuan Elementary School. Each class has 29 students. One class was the experimental group, in which students received the ICTWI for 14 weeks (40 or 80 minutes each week). The other was the control group, in which students received the general composition instruction. The outcomes for comparison include the “Writing Ability Scale” (WAS), the “Writing Logic Scale” (WLS), and the “Cornell Critical Thinking Test, Level X” (CCT-X), which were collected before and after the experiment for both experimental and control groups.

Finding and Conclusions

The experimental group’s scores were significantly higher than the control group’s in following aspects: WAS’s “rhetoric” and “construct”, WLS’ “holistic scores”, and CCT-X’s “induction”, “assumptions”, and “holistic scores”.

Besides, qualitative analysis from the writing process yielded the following findings: With respect to writing, most students find the planning stage most difficult. During the translating stage, the students could pay attention to the variety of the content. During the revising stage, the students’ performance on evaluation and correction of their essays are inadequate. As to the critical thinking aspect, albeit disagreements arose among different teams in the experimental class, the students always tried to see things from others’ perspective through discussions with their teacher, discussions within their teams, and during the preparation of team reports.

 

Keyword: critical thinking, writing instruction, Writing Ability Scale, Writing Logic Scale

The purpose of this study is to examine parents’ teaching effects by using scaffolding instruction to increase young autistic children’s spontaneous language. A single-subject multiple probe across 3 conditions was used. Two generalization probes, participant observation and interview were the supplying design to examine the teaching and learning effects. Parents were trained first to master scaffolding instruction before experiments. The experimental settings were cleaning, my life, and my family; the settings for generalization probes were leisure and learning in caring center.

Scaffolding instruction (independent variable) was composed of semantic map, picture cards, sentence cards and leading questions. Dependent variables like events narrating ability, sentence structure, coherence, the amount of morphemes, and MLU were analyzed by using visual analysis method and descriptive statistics to compare subjects’ spontaneous language change during experimental treatment. Evaluating and interview data of trained teachers and parents were analyzed to discuss the effects of parents using scaffolding instruction and the young children’s learning effect. The results proved the parents who mastered scaffolding instruction effectively facilitated 3 young subjects’ spontaneous speech. The generalization probes, teacher/parents interview and mother-child language samples showed generalization effect.

 

Keyword: young autistic children, scaffolding instruction, spontaneous speech

  • An Action Research for Communicative English Teaching Implemented in an Elementary School: An Example of Fourth Graders

    Chyou-mi Sung*

     

    Over a half centry, Communicative teaching has become the mainstream of foreign language teaching. Grade1-9 Curriculum stipulates that Communicative English teaching should be implemented in elementary and junior high schools. Due to elementary students’ limited vocabulary, most teachers suspect the feasibility of Communicative English teaching. In Taiwan, most language books and periodicals deal with theoretical discussions, and most theses focus on the relationship between teachers’ belief and teaching behaviors. There is rare research about practice for Communicative teaching. In view of language teaching methods’ great impact on students’ learning, the researcher takes an action research to verify its feasibility. Meanwhile, due to the prevalence of English cram schools in Taiwan, English teachers should distinguish the difference of English subject at both premises and understand the communicative English environment of students outside schools. Therefore, the researcher interviewed 7 voluntary students for understanding.

This research has 6 sections. The first section illustrates the author’s motivation and the purpose for this research. The second section has a literature review. The third section demonstrates research design and its implementation. The fourth section describes in detail about teaching activity, teaching reflection notes, and questionnaire analysis. The fifth section has interview summaries in order to understand the student’s English communicative environment, including their home and cram schools. Finally, the conclusion and suggestions are provided.


Keyword: communicative English teaching, English communicative environment

 

The purpose of this study was to explore the influence of the fifth & sixth graders’ demographic variables and information literacy status on Big six skills, traditional literacy, media literacy, computer skills literacy, & Internet literacy. The Sample was 129 students drawn from Tein-mu elementary school in Taipei city. The study was investigated by using questionnaire developed by the researcher. Data were analyzed by using statistic methods which included t-test, ANOVA analysis and Pearson correlation.

The major findings were as follows: (1) There were significant differences among the variables of the 5th & 6th graders’ information literacy towards Big six skills, media literacy, computer technology literacy and Internet literacy. (2)There were strong correlation relationships within categories of Big six skills, media literacy, computer technology, and Internet literacy. (3) Other findings and suggestions are also provided in this study.

 

Keyword: information literacy, elementary school students, big six skills

Based on 36 children’s personal narrative texts collected at sharing time in a kindergarten class, this paper adapted Gee’s (2000) stanza analysis approach to explore the contents, styles, and possible meanings of these narrative texts . These texts are of three kinds in terms of the major contents. They are found to be constructed in six different styles. The recurring themes or characteristics emerged of these personal narrative are as follows: (a)Using home as a major reference point to organize the world temporally and spatially; (b)Struggling between adhering to the parents guidance and exerting autonomy; (c)Confronting boredom and using that as a context to justify the undesired actions; and (d)Attending to their personal ability and its expression. Practical suggestions regarding how to collect and analyze children’s narratives, how to make the best use of children’s narratives collected in kindergarten classrooms, and some valuable research topics (especially those on the relations between children’s narrative and culture) are provided after a reflection on what the author has learned from listening to children at sharing time.

 

Keyword: children’s narrative, narrative structure, narrative analysis, personal experience

 

The purpose of this study was to examine the transtheoretical model’s intervention effects on physical activity, processes of change and decisional balance for the high school girls. Subjects involved in this study were three physical educators and their high school female students. Each participating teacher provided instruction for an experimental group and a control group of high school female students. A total of 74 high school female students (9th or 10th grade) participated in this intervention study. The mean age of the subjects was 14.54 years (SD = .65). There were 36 high school female students in the experimental group and 38 high school female students in the control group. Students who consented to participate in the experimental group participated in five to seven-minute group discussions during classes and received handout information from the second week through the seventh week on the first day of each week. The control groups received no treatment between pre-tests and post-tests. The independent variable was a six-week stage-based intervention program. The dependent variables were physical activity levels, stages of change, processes of change, and decisional balance of physical activity. The analysis of covariance (ANCOVA) or multivariate analysis of covariance (MANCOVA) was used to determine the effects of the intervention effects between the experimental and control groups. The pre-test scores were used as the covariates and the alpha level was set at p = .05. The findings of this study were as follows: (1) No significant difference was found between the control and experimental groups for the engagement in physical activity following the stage-based intervention.(2) More subjects (above 40%) in both groups maintained their original stage (pre-action I or pre-action II) of exercise behavior following the intervention. In the experimental group, 12 (33.4%) subjects advanced one or more stages and 9 (25%) subjects relapsed one or more stages. In the control group, 9 (23.7%) subjects advanced one or more stages and 13 (34.2%) subjects relapsed one or more stages. (3) Significant differences were not found between the groups for stage of exercise behavior, decisional balance, and processes of change after the intervention.

 

Keyword: decisional balance, intervention, processes of change, stages of change, transtheoretical model

In theory, Movement Education is based on the material of body movement to achieve a combination of bodies and minds, which contributes to the growth of bodies and minds for kids or younger students in elementary school. After involving in practical teaching and the study of theory, we find the concept needs a more concrete and structured definition. Therefore, the article defines and interprets the concept of Movement Education from the idea of knowledge tree in order that the teachers can communicate with one another easily. In procedure, first we quote the scholars’ theses to interpret the conception of Movement Education and then differentiate it from other similar terminologies. Finally, we define the concept of Movement Education based on bodies, minds, spirits, knowledge, methods and thoughts as the following:

The body concept of Movement Education places emphasis on promoting not only the feelings of bodies and sensory nerves but also the abilities of body actions or body movement, and goes further to cultivate the active, optimistic, and creative mental characteristics. Finally, by constantly expanding the freedom of thoughts and developing thinking potential, people build not only a healthy body and mind but also happiness on consciousness.

 

Keyword: early childhood teaching, education, elementary teaching, movement education.

The baseball at the elementary school in Taipei City has been developed very early; however, there are few people doing the research about the overall situation. Hence, the author is motivated to take an in-depth look of the topic. This research aims to discuss the developmental history of baseball at the elementary school in Taipei City, and to propose as the reference for the development of baseball in Taipei City in the future. Using historical research method and interview method, this research explores the development of baseball at the elementary school in Taipei City, and the research scope is the history of each elementary school that participated in Zhong Zheng Cup Baseball Contest and Student League Match in Taipei City from 1989 to 2003. The research results are as follows:

1. There are three organizations, the Student Baseball Association, Taipei City Baseball Committee and Taipei City Baseball Association, which are responsible for promoting elementary school baseball in Taipei City. Besides baseball matches, they also hold coach and umpire seminar to facilitate the development of baseball at the elementary school in Taipei City.

2. The top three rankings of Taipei City Zhong Zhen Cup Baseball Contest from school year 1999 to 2003 were won by Dong Yuan, Fu Lin and She Zi elementary schools. For the Taipei City student baseball league match, Dong Yuan elementary school won the qualification to participate in national contest eight times; Fu Lin elementary school won the qualification of national contest every year from school year 1989 to 1999; She Zi elementary school won the qualification of national contest three times, and She Lin elementary school won the qualification in 1996. In thenational student baseball league match, the elementary schools in Taipei City could always enter the top eight ranking under the effort of Dong Yuan, Fu Lin and She Zi elementary schools. Among them, Fu Lin elementary school won the champion of soft baseball contest in 1994 and the representation of World Early Youth Soft Baseball Contest; Dong Yuan elementary school won the second place of hard baseball in the school year of 1991 and She Zi elementary school won the fourth place of hard baseball in the school year of 2000.

3. Both Dong Yuan and Fu Lin elementary schools have their own baseball fields, and She Zi elementary school could train their team in the She Zi Dao League baseball field nearby; therefore, these three schools do not have problems in the ball field. In addition, training by professional coaches and assistance by parents supporting associations to manage team affairs help these teams to develop prosperously.

In conclusion, with plentiful resources, the number of the baseball team in elementary school in Taipei City doesn’t seem to increase but to decrease. In these years, baseball in Taiwan seems to grow prosperously; on the contrary, there are only three teams that manage to continue functioning. However, due to the full support of parents, enthusiasts and schools, these three teams continue to coach more players; the spirit and the exertion-patterns of them are worth learning.


Keyword: elementary school, baseball, baseball committee

Socrates is an important moralist in western history; the meaning of his philosophy of morality, nevertheless, has not been understood, until Hegel. Hegel may be the greatest dialectician in history, throwing light upon the death of Socrates in dialectics. The tragedy of Socrates came from the conflict between moral subjectivity and ethical substance; the former is a reflective consciousness and the latter a non-reflective one, but both are right in themselves, and both are wrong against the other.

The paper tries to show that Socrates played a tragical role like Greek epic heroes, and that Socrates and the heroes destroyed the Greek ethical world, expressed as ethical substance (sittliche Substanz) by Hegel, and the latter turned into moral world at the same time.


Keyword: ethical, morality, substance, subjectivity, right, actuality

This essay expressed standpoints of a critique of the author who discussed two aspects about “Jia-Ren”(beauty) during the period from the late Ming to the early Qing. First, the author tried to analyze the archetype of the image’s paradigm and interpret its symbolic significance. Second, the author tried to analyze several aesthetic problems in relation to writting. An establishment of an archetypal research method is anticipated.

Keyword: Jia-Ren (beauty), paradigm, archetype, Cai-zi Jia-Ren Novel

 

The paper is to analyze the three paintings on religious stories and sacrament subjects by 17th century Dutch genre painter Vermeer to see how Vermeer used icons to express the transitions of his own religious beliefs after marrying to a woman with different religions.

Because Vermeer never stepped outside his country, his thoughts and beliefs are the representative of his contemporary people. Thus, the other purpose of the paper is to discuss, from the perspective of Vermeer’s religious attitudes, whether people in Netherlands would accept the national religious policy for harmony coexistence or they would obey the separate rules endorsed by the churches, and to explore whether it is the policy or the rules that would exercise greater effects on Netherlands.


Keyword: Vermeer, genre, Dutch

 

The purpose of this research is to examine the effectiveness of the diagnostic teaching on fraction. The research method is an experiment approach and the lessons of fraction were taught to the fourth grade students of elementary school. The experimental group consisted of 33 students and was instructed by diagnostic teaching and the control group had 34 students and was taught with small discussion groups. The result of the diagnostic teaching is analyzed through comparisons and contrasts between these two groups from three sources: (a)the learning phenomenon in class; (b)performances on a fraction test after instructions were completed; and (c)scores of fraction questions on the school’s midterm.

The result of this research reveals that the diagnostic teaching can create cognitive conflicts on students. Through this process, students’ concept can be clarified and corrected, and students’ misconception on fraction can be dispelled effectively. The main research results are reported as follows:

1. Learning phenomenon in class: The diagnostic teaching is beneficial for learning.

2. Performances on the fraction test: The rates of correct answers are generally higher for students with diagnostic teaching than the control group.

(a) The students who received diagnostic teaching performed better in the following concepts: the whole fraction concept, unit concept, and equivalent fraction concept.

(b)These two groups of students have no significant differences in their performances on the equal-sharing concept and simple fraction concept.

3. Midterm: The rates of correct answers are generally higher for students with diagnostic teaching than the control group.

(a) The students with diagnostic teaching performed better in the following concepts: the whole fraction concept and equivalent fraction concept.

(b)These two groups of students have no significant differences in their performances on the fraction assortment recognition, unit commutation and simple fraction concept.

Meanwhile, according to the research results, this study proposes some suggestions for designing activities of diagnostic teaching, textbooks, instructions, teacher development, and the future research directions.

 

Keyword: diagnostic teaching, cognitive conflict, misconception, equal -sharing, simple fraction, units, equivalent

 

This study aims to present the story of an experienced teacher in the communicative mathematical teaching when she faced a newly formed fifth grade class. She found that most of the students could not talk actively and their talks lacked precision; consequently she was forced to furnish various strategies to facilitate the discussion. As a result, the students went through a series of changes.

This study shows that after the teacher's guiding on the psychological aspect at the beginning, promoting social interaction in the modulation period, and fortifying the depth of thinking and discussing in the stable period, most students possess the ability to lead a discussion, and can use mathematical language to communicate mathematical viewpoints and to discuss the mathematical content. The important implication of this study is that the usage of communicative, mathematical teaching can achieve good performances.

 

Keyword: communicative mathematical teaching, elementary school mathematics

 

This research aimed to explore the distinctions among the elementary school geometry materials scopes in the National-Edition mathematics textbooks from 1968 to 1993. This research adopted ideas from literal reviews and chose to classify the elementary school geometry materials into five categories: recognition of shapes, building and conversion of 2D and 3D shapes, elements of shapes and their relations, properties of shapes along with how to use them to solve problems, and spatial orientation. Content Analysis was utilized to analyze the above-mentioned materials, and it was found that the amount of geometry materials increased from 1968 to 1987 (from 8.9% to 16.6%); however, a considerably large proportion of that had been removed since 1993, and to learn about the elements of shapes and their relations is the most important in the elementary school geometry materials (almost 64% -- 89%), but materials on spatial orientation were apparently insufficient (below 9%) except 1968.

 

Keyword: national-edition textbook, elementary school, geometry materials, content analysis

 

This study used RCTC, TIWM and the Chinese language ability test to conduct the quantifiable research; data analysis showed that significant correlations were found between the student's cell-related reading comprehension and the Chinese language ability and between the cell-related concepts. The students read texts to obtain the cell-related concepts which included: (a) the three-dimensional structure could be observed by the dissecting microscope; (b)the image and the material object were the same direction; (c)based on the biological characteristic, the biology could be divided into Monera, Protista, Fungi, Plantae and Animalia; (d)Monera contains the bacterium and the cyanobacterium, and most bacteria act as disintegrators; and (e)the protist like the algae, the protozoon, and the primary fungus, acts as the producer, the consumer, and the disintegrator role.

The qualitative research method included classroom observations and students' interview. The result indicated that the students were used to read without thinking so that they didn’t really understand but only seeked some related words to answer the question; they were also used to associate the scientific glossary with meanings of words, or explanate scientific glossary based on daily life experience. The students’ alternative conceptions weren’t easy to change. Although they comprehended the writing explained by reading text, they still persisted their alternative conceptions were right. The low and middle score group students were not good at logical inferences and analytical predictions regarding the scientific text; they were used to simplify complex concepts into simple concepts. According to these discoveries, this study suggested that the scientific teacher should use some feasible read teaching strategy, like guided-reading block strategy, judging the readability of text, and science reading interactive-constructive model.


Keyword: reading comprehension, important concepts, scientific glossaries, logical inferences and analytical predictions

The purpose of this study was to use the Metacognition-Based Dynamic Assessment (MBDA) to generate a teaching model in order to investigate the 3rd grade students’ mechanism of conceptual change on “Air”. This study focused on 28 students to gather relevant information and then chose 12 students from them to perform 4 individual interviews. Finally, selected 3 of the students to perform postponed interviews. The information gathered was mainly used for quality analysis, and the results as well as findings from this research were clarified as below:

1. Student’s Conception before Learning of Air

Students’ pre-conception could be divided into four categories, including: “Conforming to the correct scientific concept”, “The incongruence between depiction and recognition”, “A alternative frameworks”, and “The wrong answer and cause depiction for questions”.

2. Science Conceptual Change Mechanism and Levels

The differences among levels from the lowest to the highest could be categorized as: Observation Level Realization Level Knowledge Level Application Level.

3. Students Review the Processes of Conceptual Change

Students’ metacognition about “Air” could be categorized into 8 categories.

4. The Important Findings From Students’ Postponed Interview Within the concept learning, the quality of conceptual change could use an analogy of the chemical collision theory with its influence including: The pre-concept for students’ learning (Reactant nature), The ability for metacognition (Temperature), The context arrangement for course teaching (Condensation), MBDA (Catalyst).

 

Keyword: metacognition, dynamic assessment, MBDA, air, mechanism of conceptual change

This study focused on the learning efficacy by using the strategies of problem-directed inquiry and group collaboration for teachers college students at an astronomical museum. The researcher took students in his physics class as research subjects and used learning sheets designed by himself as the research instrument. The design of learning sheets was based on the following principles: (1) the researcher would take the full advantage of the resources at an astronomical museum and those display objects picked out to be learned would be highly connected to the materials taught in the researcher’s class; (2) hidden mathematics would be applied to the problems; (3) interesting games or experiments would be included; (4) creative thinking intelligence would be stressed; (5) affective learning would be emphasized. During the course of students’ learning, the researcher played the role as a guider. The whole process went very smoothly, and the results turned out to be quite satisfactory, especially in affective learning. These results showed that learning at the astronomical museum could cultivate students’ scientific literacy and promote their affective growth. Therefore, it is appropriate to incorporate the learning at an astronomical museum to the science curriculum of the teachers college. Thus, on the one hand, students can learn in a multiple environment; on the other hand, they can learn more about how to teach at a science museum, which would be useful for them to guide children to learn at a science museum in the future.

 

Keyword: learning at astronomical museum, learning by inquiry, learning sheets, collaborative learning, affective learning

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