學生對科學教室環境知覺與期望之研究：以高雄地區國中為例

A Research on the Perception and Expectation of the Environment in Science Classroom: An Example of Kaohsiung City Junior High School Students

林玉雯(Yu-Wen Lin) ； 呂淑媛(Shu-Yuan Lu) ； 蔡智文(Chih-Wen Tsai)

《高雄師大學報：自然科學與科技類》 40期 (2016/06) Pp. 1-21

摘要

本研究旨在探討高雄市國中學生科學教室環境知覺與期望，進而瞭解適合國中學生學習的科學教室環境。研究者使用修改後的科學教室環境量表(What Is Happeningin This Classroom, WIHIC)，Cronbach's α係數皆在.88以上，針對高雄市一般、偏遠、特偏地區九所國中一、二、三年級639位學生進行施測，藉此瞭解學生知覺的科學教室環境，再從中選取18位學生進行半結構晤談，藉此瞭解學生期望的科學教室環境。研究發現：一、不同地區、不同年級學生科學教室環境知覺的工作取向、平等、合作向度呈現顯著差異，在個人發展、同儕關係、師生關係層面，國二比國三學生呈現較佳的環境知覺。二、就個人發展層面而言，學生期望擁有主動參與、不要過度改變的科學教室；就同儕關係層面而言，學生期望科學教室可以提供更多合作、實驗與討論；就師生關係層面而言，學生期望教師關心並公平對待每位學生。本研究建議，自然教師可參考學生科學教室環境知覺與期望，打造滿足學生個人發展、同儕關係、師生關係層面的科學教室，藉此提升教學成效。

關鍵字

科學教室 ； 環境知覺

並列摘要

This study investigated the perception of junior high school science classroom environment in Kaohsiung City and understood the students' expectations of science environment in order to construct an ideal science classroom. This research modified the questionnaire ＂What Is Happening in This Class, WIHIC,＂ the Cronbach's α exceeded .88 and measured the junior high school students from general, remote and extremely remote schools of Kaohsiung City. The questionnaire was then performed on 639 students from the seventh, eighth and ninth grades. 18 students were interviewed to understand their understanding. The results showed that: (1) The one-way ANOVA of different regions or different grades had significant differences in Task Orientation, Equity, and Cooperation. Compared to the ninth grade, the eighth grade showed better perceptions in selfdevelopment, peer relationship, and teacher-student relationship. (2) In terms of the selfdevelopment dimension, the students' expectations of the environment of scientific classroom were: active participation, hard-studying and steady environment; in regard to peer relationship dimension, students expected science classrooms to provide more cooperation, experiment, and discussion opportunities. As regards the teacher-student relationship dimension, students expected their teachers to care, support, and treat each student equally. Finally, based on the findings of this study, the suggestions for the science teachers are capable of creating a science environment to meet students' need in terms of the self-development, peer relationship, and teacher-student relationship.

並列關鍵字

Science Classroom ； Perceptions of Environment