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The main goal of the study was to probe 1) the learning effectiveness between pre and post- hands-on activity learning; 2) the learning style differences between pre and post- hands-on activity learning; 3) the learning achievement differences between male and female in the 2nd graders of elementary schools. This study was conducted in based on combining with qualitative research and quantitative research. The sample of study was taken from a class of 2nd-graders in an elementary school in Taipei County. The study was conducted by introducing self-created hands-on activities, such as “paper planes” and “top”, in the teaching materials. “Learning effectiveness examinations,” “science process measure,” “learning styles” and “hands-on teaching questionnaire” were used as study instruments, while the pre and post-test for difference of learning effectiveness of the samples. The hands-on activity teaching was introduced in the teaching processes, and the performance of this study was used as reference material for the improvement of life science teaching in the 2nd grade of elementary schools. The conclusions are summarized as follow: 1) Hands-on activity teaching help building the learning processes of samples in learning scientific process skills. 2) The number of samples who become active in learning through help of hands-on activity. 3) There is no difference in learning effectiveness between male and female samples by using designed hands-on activities. Elementary school teachers are encouraged to adopt the result of this study for teaching improvement, while the suggestions proposed are provided for the reference of relevant future studies in hands-on activities.
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