Abstract
The development of a multi-situated teaching module was pursued to create a more flexible, dynamic and interactive teaching model. The ideas of learning by playing, Bruner's spiral curriculum conception and the theory of situated learning were combined as the rationale for this module. If we can let children learn by playing it might inspire their inner motivation for learning. The researcher also realized that children's learning should be progressive according to their cognitive development, and only through multiple and authentic situated learning that children can really own knowledge and skill, and then apply knowledge to solve problems. Thus, each unit in this module was designed for exploring a specific subject. Each unit consisted of a series of hands-on activities, and they were arranged in an order from fundamental observation of phenomena to the establishment of concepts and then to the application of concepts to problem-solving. The teacher could adopt flexibly any activity that wa s suitable for his/her student. A unit on carbon dioxide is provided to illustrate the characteristics of the multi-situated teaching module.
| Keywords: | multi-situated teaching module; learning by playing; spiral curriculum; carbon dioxide |
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