[[alternative]]Effectiveness of Instructing High-School Living Technology using Project-Based Learning model-in case of instructing Hydraulic Vehicles

[[abstract]]The purpose of this research is to evaluate the learning effects of living technology instruction at high school. It was taught with cooperative learning method and based on constructivism. A unit of ‘Hydraulic Vehicles’ was selected as a subject for this experimental study. Fourty first-grade students in a high school in Taipei County were selected as experimental samples. They were divided into twenty groups and conducted the experiment within five weeks. Paired-sample t test was used to test the learning effects with statistic data of questionnaire survey. Kendall’s Coefficient of concordance and ANCOVA were used to analyze the concordance and difference between small groups. The results of this study are as the followings: 1. Most students gave positive feedback to the project-based learning in learning living technology course. 2. The learning effectiveness is obviously improved by conducting the project-based learning method. 3. There is significant difference in problem solving attitude after this experiment. 4. In terms of practice aspect, the originality, team work and problem solving ability are improved vastly in this study after the implementation of learning achievement evaluation and depth-interview.