STS教學融入國小二年級生活課程 對學童學業成績的影響

The Influence of the STS Instructional Model Integrated into the Second-grade Living Class on Students’ Academic Achievement

王美雲(Mei-Yun Wang)

指導教授 ： 呂欽武

嶺東科技大學/管理學院/經營管理研究所/碩士(2012年)

https://doi.org/10.6823/LTU.2012.00033

摘要

本研究主要是探討以STS教學模式融入二年級生活科自然與生活科技部份，經由八週的教學後，對學生問題解決能力、科學態度及自然與生活科技學業成就的影響。
本研究採「所羅門四組設計準實驗研究法」。控制組50人依照現有教材採「一般教學」方式教學；實驗組55人依照現有教材再將「STS教學模式」的教學方式融入課程，研究期間配合教室觀察、錄影、教學日誌、文件蒐集、問卷調查等多樣的方式蒐集資料。研究工具有「問題解決測驗量表」及「對科學的態度量表」，資料分析使用AMOS 6.0統計軟體進行分析。研究結果如下：
一、STS教學模式能提升學童的「問題解決能力」，但不能提升學童的「科學態度」
二、STS教學後，學生的解決問題能力對自然與生活科技學業成就具有部分中介效果；但科學態度對自然與生活科技學業成就不具有部分中介效果
三、有無前測對實驗的結果沒有影響
四、不同性別、智力與父母親學歷不同的學生對自然與生活科技學業成就影響相同
研究過程中並發現多數學生能透過小組討論、查資料、發現問題、想出解決問題方法、進而能預防問題等，且大部份小朋友喜歡能引發他們好奇心的教學方式。
最後研究者根據研究結果及發現做一綜合論述，並提出幾項建議以作為教師未來教學及研究的參考。

關鍵字

STS教學 ； 問題解決能力 ； 科學態度 ； 學業成就 ； AMOS

並列摘要

This study aims to investigate the influence of a science and technology studies (STS) instructional model on students’ problem-solving ability, scientific attitude, and academic achievement after the STS instructional model was incorporated into the second-grade nature and science technology class for eight weeks.
The study implemented a Solomon four-group quasi-experimental design. The subjects in this study included a control group of 50 students and an experimental group of 55 students. The control group was instructed using a general teaching method, while the experimental group was instructed applying the STS instructional model.
During the study, the subjects cooperated with the researcher in a variety of ways to gather data, including classroom observations, videotaping, teaching journals, document collections, and questionnaire surveys.
The instruments used in the study include a problem-solving test scale and a scale for measuring attitudes toward science. The research data was analyzed using the AMOS6.0 statistics software. The results are as follows:
1. The STS instructional model can promote students’ problem-solving ability but cannot promote students’ scientific attitude.
2. After the use of the STS instructional model, students’ problem-solving ability has a partial intervening effect on their academic achievement in the nature and science
technology field, but students’ scientific attitude hasn’t a partial intervening effect on their academic achievement in the nature and science technology field.
3. The use of a pretest makes no difference to experimental results.
4. Students of different genders, with intelligence, and whose parents have different educational backgrounds has the same effect on academic achievement in the nature and science technology field.
The study found that most students could discover problems, find solutions, and prevent further problems through group discussions and looking up information, and that they liked a teaching method which could stimulate their curiosity.
Lastly, the researcher provides a comprehensive summary of the study’s findings, and offers suggestions for teachers.

並列關鍵字

STS instructional model ； problem-solving ability ； scientific attitude ； academic achievement ； AMOS

參考文獻

李大偉（1997）。各國實施STS的情形及對我國生活科技教育的啟示。中學工藝教育，30（10），2-8。

林大森、陳憶芬（2006）。臺灣高中生參加補習之效益分析。教育研究集刊，52（4），35-70。

ㄧ、中文書目

王文科（2001）。教育研究法。臺北：五南。

王美芬、熊召弟（2005）。國小階段自然與生活科技教材教法－自然科學教育台北：心理。