科學史融入教學對學生科學學習成效影響之統合分析

Meta-analysis of the History of Science integrating into Science Teaching on Students’ Science Learning Effects

賴淑婷(Shu-Ting Lai)

指導教授 ： 楊坤原

中原大學/人文與教育學院/教育研究所/碩士(2007年)

https://doi.org/10.6840/cycu200700227

摘要

本研究之目的乃透過統合分析法（meta-analysis）了解國內科學史融入教學對學生科學成就、科學態度、對科學的態度、科學本質觀及科學學習成效之影響，並探討影響科學史融入教學成效之中介變項。

本研究使用電腦資料庫檢索及溯洄法檢索後，共蒐集到三十四篇科學史融入教學的研究報告。接著將資料依Hedges和Olkin（1985）統合分析技術來計算加權平均效果量，並以類別模式尋找影響科學史融入教學成效之中介變項。研究結果顯示：
1.科學史融入教學對學生科學成就有低程度的提昇效果。
2.科學史融入教學對學生科學態度有中等程度的提昇效果，影響成效的中介變項有科學史教材類型及實驗融入教學。
3.科學史融入教學對學生對科學的態度有中低程度的提昇效果，影響成效的中介變項有實驗地區、說故事融入教學及問題討論融入教學。
4.科學史融入教學對學生科學本質觀有中低程度的提昇效果，影響成效的中介變項是科學史教材類型。
5.科學史融入教學對學生科學學習成效有中低程度的提昇效果，影響成效的中介變項有科學史教學節數及科學史教材類型。

關鍵字

科學學習成效 ； 統合分析 ； 對科學的態度 ； 科學成就 ； 科學本質觀 ； 科學史 ； 科學態度

並列摘要

The purposes of this study were: (1) to comprehend the effects of students’ science achievement, science attitude, attitude toward science, the views toward nature of science and science learning effects with meta-analysis, (2) to search moderator variables that influence the effects of the history of science integrating into science teaching.
It began with a systematic search of the literature from electronic database, the ancestry approach and related Journals to locate 34 the history of science integrating into science teaching studies. The effect sizes were calculated by Hedges and Olkin’s (1985) procedure. Further, this studies tested all coded features by ‘Categorical Model ‘to find moderator variables. The results of this study were as follows:
1.The history of science integrating into science teaching has promoted the basic magnitude of effects in students’ science achievement.
2.The history of science integrating into science teaching has promoted the middle magnitude of effects in students’ scientific attitude. The moderator variables of learning effects were types of science history teaching material and experiments integrating into teaching.
3.The history of science integrating into science teaching has promoted the basic and the middle magnitude of effects in students’ attitude toward science. The moderator variables of learning effects were experimental areas, story telling in teaching, issue discussion in teaching.
4.The history of science integrating into science teaching has promoted the basic and the middle magnitude of effects in students’ views toward nature of science. The moderator variables of learning effects were types of science history teaching material.
5.The history of science integrating into science teaching has promoted the basic and the middle magnitude of students’ science learning effects. The moderator variables of learning effects were science history teaching periods and types of science teaching material.

並列關鍵字

History of Science ； Attitude toward Science ； Science Achievement ； Scientific Attitude ； Meta-analysis ； Views toward Nature of Science ； Science Learning Effects

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