- 學位論文
動手做活動對不同性別和不同年級國小學生於科學學習成就、對科學的態度以及探究能力之影響
The Impact of Hands-on Activities on Different Genders and Grade Levels of Elementary School Student's Science Achievement, Attitudes Toward Science, and Inquiry Ability
摘要
本研究目的在探討動手做活動對不同性別和不同年級國小學生於科學學習成就、對科學的態度以及探究能力之影響。 教材依據教育部自然與生活科技教學指引「空氣」與「電路」兩單元教學目標發展的課程模組。此課程模組一共分為三個動手做活動，分別為「轉吧，小馬達」、「風扇快轉」、「小小吸塵器DIY」。 研究對象為桃竹苗地區國小三到六年級學生共 235人，男生 112 人，女生 123 人。研究設計為單一組樣本前後測，研究工具包括「科學學習成就測驗」、「對科學的態度量表」、「探究力學習單」。資料分析方法包含敘述統計、單因子共變數分析、獨立樣本 t 檢定。 本研究重要發現如下： 動手做活動對國小男、女生的「科學學習成就」沒有顯著差異。 動手做活動對國小男、女生的「對科學的態度」沒有顯著差異。 動手做活動對提升國小女生的「探究能力」較男生有幫助。 動手做活動對提升國小高年級學生的「科學學習成就」較中年級學生有幫助。 動手做活動對國小中年級與高年級學生的「對科學的態度」沒有顯著差異。 動手做活動對提升國小高年級學生的「探究能力」較中年級學生有幫助。 關鍵詞：動手做活動、科學學習成就、對科學的態度、探究能力
並列摘要
The purpose of this study was to explore the impact of hands-on activities on different genders and grade levels of elementary school student's science achievement, attitudes toward science, and inquiry ability The teaching materials in this study are based on teaching objectives of the two units "Air" and "Circuit" from Elementary Science and Technology Guidelines released by the Ministry of Education. This study included three hands-on activities, which are "Turn it, little motor", "Fan spinning ", and "Little vacuum cleaner DIY". The participants of this study are 235 3rd-grade to 6th-grade students from five elementary schools in Taoyuan City , Hsinzu City and Miaoli City, including 112 male students and 123 female students. The instruments include: science achievement test, attitudes toward science scale and inquiry ability worksheet”. The data analyes include descriptive statistics, One-way ANCOVA statistics, and Independent sample t-test. The major findings of this research are as follows: 1.The hands-on activities produce no significant difference in science achievement between boys and girls. 2.The hands-on activities produce no significant difference in attitudes toward science between boys and girls. 3.The impact of hands-on activities on girl’ inquiry ability is significantly greater than boy’ inquiry ability. 4.The impact of hands-on activities on high-grade students’ science achievement is significantly greater than middle-grade students’ science achievement. 5.The hands-on activities produce no significant difference in attitudes toward science between middle-grade students and high-grade students. 6.The impact of hands-on activities is significantly greater on high-grade students’ inquiry ability than middle-grade students’ inquiry ability. Key words: hands-on activity, science achievement, attitudes toward science, inquiry ability