中彰地區國中學生對於九年一貫自然課的經驗與態度之研究

Junior High Students' Perspectives on Grade 1-9 Curriculum: Investigating Students' Experiences and Attitudes toward Science Class

10.6173/CJSE.2008.1605.02

陳均伊(Jun-Yi Chen)；張惠博(Huey-Por Chang)；郭重吉(Chorng-Jee Guo)

九年一貫課程 ； 對自然課的經驗 ； 對自然課的態度 ； Attitudes toward Science ； Experience of Science ； Science and Technology Education Curriculum for Grades 1 to 9

科學教育學刊

16卷5期（2008 / 10 / 01）

495 - 514

繁體中文

本研究旨在經由學生的觀點，探討九年一貫課程實施後，學生所經驗自然課的教學面貌以及學生對於自然課的態度。囿於篇幅限制，本文僅呈現學生對自然課教學方式、教學內容與評量等的經驗與態度。問卷發展除依據九年一貫課程綱要與相關文獻外，並針對143位國一學生進行團體晤談，以設計開放式問卷，由64 位國一學生填答，再據此發展「我對於自然課的態度」問卷。經試題內容分析、專家審查與預試後，於九十二年六月正式施測，對象為台中市和彰化縣2761位國中一年級學生，問卷Cronbach α值為0.98。此外，尚與6位學生進行個別晤談，俾確認學生作答的想法。研究發現學生認為目前的自然課，比國小階段，具有更多動手做實驗、提出想法與思考的機會，亦涵蓋較多與日常生活、科學史實有關的內容，且學生對於這些教學方式與內容，能抱持喜歡的態度。其次，學生亦認為自然課評量是多元的，教師能採用同儕互評、依據報告與實驗等的表現進行評量，且學生對此亦抱持日漸喜歡的態度。然而，亦有學生指出其國中的自然課，相較於國小階段，具有過多的理論講述、筆記抄寫，以及困難艱澀的評量內容等，學生對此則呈現出不同的喜歡程度。

The purpose of this study was to investigate students' experiences and attitudes toward science class in the context of a Science and Technology Education (STE) Curriculum for Grades 1 to 9 in Taiwan. This paper focuses on students' experiences and attitudes toward the teaching, content and assessment in the science class. The development of a questionnaire was based on information gathered by group interviews and a preliminary questionnaire. The preliminary questionnaire was further administered to 73 students in grade seven. Then, 2,761 of seventh grade students completed the final questionnaire in June, 2003, which had a Cronbach alpha reliability of 0.98. In addition, individual interviews followed with a representative sample of six students. It was found that students experienced and preferred doing experiments, questioning and thinking in their current science classes. They also perceived and favored that science content taught in the current classroom was relevant to everyday life and covered more history of science. Furthermore, students experienced different kinds of alternative assessment, such as peer review, reports and experiments. They held positive attitudes toward these assessments. However, students also experienced some traditional tasks, e.g. taking a lot of notes, citing textbooks without further explanation and taking hard tests. They held different attitudes toward these classroom practices. The results of this research study can be used as a referent for improving science teaching practices and curriculum materials.

1. Blosser, P. E.(1984).Attitude research in science education: Information bulletin.Columbus, OH:SMEAC Information Reference Center.
2. Costa, J.,Caldeira, H.,Gallástegui, J. R.,Otero, J.(2000).An analysis of question asking on scientific texts explaining natural phenomena.Journal of Research in Science Teaching,37(6),602-614.
3. Dalgety, J.,CoIl, R. K.(2003).Students` perceptions mid learning experiences of tertiary level chemistry.Philadelphia, PA:Paper presented at the National Association for Research in Science Teaching.
4. Dalgety, J.,Coll, R. K.,Jones, A.(2003).Development of chemistry attitudes and experiences questionnaire.Journal Research in Science Teaching,40(7),649-668.
5. Dillashaw, F. G.,Okey, J. R.(1983).Effects of a modified mastery learning strategy on achievement, attitudes, and on-task behavior of high school chemistry students.Journal of Research in Science Teaching,20(3),203-211.
6. Ebenezer, J. V.,Zolller, U.(1993).Grade 10 students’ perceptions of and attitudes toward science teaching and school science.Journal of Research in Science Teaching,30(2),175-186.
7. Francis, L. J.,Greer, J. F.(1999).Measuring attitude toward science among secondary school students: The affective domain.Research in Science and Technological Education,17(2),219-226.
8. Gardner, P. L.(1975).Attitudes to science: A review.Studies in Science Education,2,1-41.
9. Gauld, C.(1982).The scientific attitude and science education: A critical reappraisal.Science Education,66(1),109-121.
10. George. R.(2000).Measuring change in students’ attitudes toward science over time: An application of latent variable.Journal of Science Education and Technology,9(3),213-225.
11. Germann, P. J.(1988).Development of the attitude toward science in school assessment and its use to investigate the relationship between science achievement and attitude toward science in school.Journal of Research in Science Teaching,25(8),680-703.
12. Gitomer, D. H.,Duschl, T. A.,B. Fraser,K. G. Tobin (Eds.)(1998).International handbook of science education.Dordrecht:Kluwer Academic.
13. Hair, J. F.,Anderson, R. E.,Tatham, R. L.,Black, W. C.(1998).Multivariate data analysis.Upper Saddle River, N.J.:Prentice Hall.
14. Haladyna, T.,Shanghnessy, J.(1982).Attitude toward science: A quantitative synthesis.Science Education,66(4),547-563.
15. Helgeson, S. L.(1992).Keynote address presented to the International Symposium on Science Education.Taipei, Taiwan:
16. Houtz, L. E.(1995).Instructional strategy change mid the attitude and achievement of seventh-and eighth-grade science students.Journal of Research in Science Teaching,32(6),629-648.
17. Jones, M. G.,Howe, A.,Rua, M. J.(2000).Gender differences in students` experiences, interests, and attitudes toward science and scientists.Science Education,84,180-192.
18. Koballa, T. R.,Crawley, F. E.(1985).The influence of attitude on science teaching and learning.School Science and Mathematics,85(3),222-232.
19. Munby, H.(1983).Thirty studies involving the `scientific attitude inventory`: What confidence can we have hi this instrument?.Journal of Research to Science Teaching,20(2),141-162.
20. National Research Council(1996).National science education standards.Washington, DC:National Academic Press.
21. Parkinson, J.,Hendley, D.,Tanner, H.(1998).Pupils` attitudes to science hi key stage 3 of the national curriculum: A study of pupils in South Wales.Research in Science and Technological Education,16(2),165-176.
22. Pell, T.,Farvis, T.(2001).Developing attitude to science scales for use with children of ages from five to eleven years.International Journal of Science Education,23(8),847-862.
23. Schibeci, R. A.(1983).Selecting appropriate attitudinal objectives for school science.Science Education,67(5),595-603.
24. Simpson, R. D.,Koballa, T. R.,Oliver, J. S.,D. L. Gabel (Ed.)(1994).Handbook of research on science teaching and learning.New York:Maxwell Macmillan.
25. Simpson, R. D.,Oliver, J. S.(1990).A summary of major influences on attitude toward mid achievement in science among adolescent students.Science Education,74(1),1-18.
26. Simpson, R. D.,Troost, K. M.(1982).Influences on commitment to learning of science among adolescent students.Science Education,66(5),763-781.
27. Sinclair, A. S.(1994).Prediction making as an instructional strategy: Implications of teacher effects on learning, attitude toward science, and classroom participation.Journal of Research and Development in Education,27(3),153-161.
28. Star, J.(2001).Paper presented at die American Educational Research Association.Seattle, WA:
29. Sullivan, R. J.(1979).Students` interests in specific science topics.Science Education,63(5),591-598.
30. Talton, E. L.,Simpson, R. D.(1986).Relationships of attitudes toward self, family, mid school with attitude toward science among adolescents.Science Education,70(4),365-374.
31. van Akker, D. J.,B. J. Fraser,K. G. Tobin (Eds.)(1998).International handbook of science education.Boston:Klu-wer Academic.
32. 行政院國家科學委員會(2002)。科學教育白皮書。台北市:行政院國家科學委員會。
33. 教育部(2003)。國民中小學九年一貫課程總綱綱要。台北市:教育部。
34. 郭重吉(1997)。迎接廿一的科學教育。建構與教學，10
35. 黃政傑(1990)。談國中課程的修訂與展望。臺灣教育，497，17-21。
36. 黃達三(1989)。科學、技學、社會－未來科學教的新方向。國教之聲，23，4-13。