||The purpose of this research is to probe into the differences of pupil-teacher interaction behaviors between award teachers and general teachers, and to examine the effect of the teaching behavior towards the student’s science knowledge, creativity and problem solving abilities. The objectives of this research are 1) To compare the differences between pupil-teacher interactions in teachers with experiences in different science exhibition competitions, 2) To compare students with various levels of awareness towards the behavior of teachers who have experiences in different science exhibition competitions, 3) To compare the levels of science knowledge in students taught by teachers who have experiences in different science exhibition competitions, 4) To compare the differences of students’ creativity taught by teachers who have experiences in different science exhibition competitions, and 5) To compare the difference in students’ problem solving.|
The samples selected in this research included 6 teachers chosen from Grade 5 Level in schools in the suburbs of Kaohsiung City. Three of these teachers, referred to as Award teachers, had participated in the National Science Competition in Taiwan on multiple occasions and won at least 3 times each. The remaining 3 teachers, referred to as General teachers, had never participated in this competition. Subjects in this research were a total of 205 students of the selected teachers. The tools used in this research, with regard to the teachers, were the processes of class observation and interview using the Flanders pupil-teacher interaction analysis system and process triangulation using the Student Inspection Creativity Fostering Teacher Index. For analysis of the students, we collected the students’ results and tested them using a Creativity Thinking Test and Creative Problem Solving-Form B, and analyzed the data by using a t-test, a one-way ANOVA and a one-way MANOVA.
The results indicated that:
1.The award teachers are better than the general teachers in regard to the quality of pupil-teacher interactions. The award teachers encouraged the asking of questions and students’ active participation more than general teachers did.
2.The teaching style of the award teachers is generally better than that of the general teacher. Award teachers tend to excel in their question strategy, class management and cooperative learning skills. They challenge their students and offer diverse stimulation, while harnessing the students’ spirit towards science.
3.The students from the award teachers’ class generally agree that the award teachers’ performance is better than that of the general teachers. The students in the award teachers’ class tend to achieve more than those under general teachers in independent learning, cooperative learning, basic knowledge, delay judgment, flexible thinking, students’ self evaluation, students’ questions, learning opportunity and setback experience.
4.The level of creativity of students in the award teachers’ class is generally higher than that of the students in general teachers’ class. The students in the award teachers’ class generally have higher levels of fluency, flexibility and originality of verbal and figurative creativity than those in general teachers’ class.
5.The students in the award teacher’s class are better than those in the general teachers’ class in the abilities of problem observation, problem analysis and problem solving.