本研究目的為:1.探討不同教學法(主題式教學法、一般講述式教學法)對學生「對科學的態度」之影響。2.探討學生對主題式教學的態度。 本實驗以實驗組、控制組實施觀測,研究對象為台北市國民中學二年級學生,研究工具包含「對科學的態度量表」、「對理化科教學的態度問卷」。分析資料時,自變項為「教學方法」,依變項有兩項:一為「對科學的態度」,為受試者在「對科學的態度量表」,另一為對主題式教學法的態度,為受試者在「對理化科教學的態度問卷」,分別作統計分析與質性分析。 本研究發現,因為主題式教學法教材內容具有生活化,現代化色彩,又是以學生自主探討的方式進行學習,並有討論、實作、口頭報告、辯論、遊戲等活動,使學生積極投入、參與討論。在活動過程中,學生對自己表現會有信心使得學生增加對科學學習的興趣。 不同教學法對學生在對科學的態度方面之研究結果,發現二組學生經過不同教學處理後主題式教學法比一般講述式教學法有顯著較高的得分,可見主題式教學法對於學生在教學過程中能給於學生在科學的態度上正面的影響。 在對理化科教學的態度方面,整體而言學生對於主題式教學是傾向喜歡的,亦即有正向的結果。
The purposes of this study are as following: 1.to explore the influences of different teaching method (theme-based teaching method, traditional teaching method) on student’s attitude toward science. 2.to explore student’s attitude on theme-based teaching methods. The design of this research was quasi-experimental one. The research subjects are second graders in junior high schools in Taipei. The research instruments are including “the scale of attitudes toward science” and “the questionnaire on attitude on science”. The analysis methods are statistic analysis and qualitative study. The independent variable is “teaching method”. And there are two dependent variables. One is the attitude on science for the scale; the other is the attitude on theme-based teaching method for questionnaire. Because the materials of theme-based teaching method are active and lively, and students can learn by themselves, including discussion, performance, oral report, debate and game, students will participate in discussion actively. During the activities, students have confidence and increase the interests on science learning. The result of attitude on science for different teaching methods is that: the score of theme-based teaching method is higher than traditional teaching method. Therefore, theme-based teaching method has positive influences on student’s attitude of science during the process of teaching. As a whole, students like theme-based teaching methods, and there have positive influences on the attitude of physical science.