高雄市原生植物園戶外自然教學活動對國小四年級學童科學態度影響之研究

The Effects of Outdoor Nature Teaching in Kaohsiung Indigenous Botanical Garden on Science Attitudes of Fourth Grade Students

蔡世煌(Shih-Huang Tsai)

指導教授 ： 葉慶龍

國立屏東科技大學/農學院/森林系所/碩士(2008年)

https://doi.org/10.6346/NPUST.2008.00132

摘要

本研究旨在探討學生在自然教學前後之科學態度是否差異顯著；學生在學習過程中科學態度改變的歷程及教師在實施戶外教學所面對的困難與解決策略。本研究以高雄市勝利國小四年級學生36位為研究對象，實施自行設計之高雄市原生植物園戶外教學活動及「科學態度量表」對學生實施前後測。結果顯示：學生經戶外教學後，科學態度有顯著進步；學生科學態度不因性別、父母教育程度而有顯著差異；學生後測分數與自然與生活科技的學期成績、七大學習領域學期平均成績沒有顯著的正相關；學生在「發現樂趣」、「細心切實」之個別分量表及總量表皆達顯著差異，但是在「喜歡探討」分量表上未達顯著差異。利用活動期間的錄影、錄音、家長觀察記錄、教師觀察記錄、教學省思、學生的學習單等資料，進行質性分析，結果顯示學生在活動中能表現出「喜歡探討」、「發現樂趣」、「細心切實」之科學態度；並探討在活動實施中遭遇的問題。

關鍵字

科學態度量表 ； 九年一貫課程 ； 流水學習法

並列摘要

The purposes of the research were to find out if there are significant differences in natural teaching on science attitudes between pre- and post-tests, to explore how to change students’ science attitudes in learning process, and to find out the teacher’s difficulties and strategies to implement the outdoor teaching. There were 36 4th-grade students of Sheng-Li Primary School participated in the study. The researcher created an outdoor-teaching curriculum that was applied for an experimental treatment. Pre- and post-tests of the Science Attitudes Scale were analyzed statistically. The data showed the results: the students’ science attitudes are significantly improved after completing the outdoor teaching program; the students’ genders and parents’ education background have no influence on students’ science attitudes; there is no significant correlation between the score of students’ post-test and the score of Science and Technology field and other learning fields; the students’ attitudes of “discovery joy” and “curiosity” show significant differences in both separate and total scores while “inquiry joy” is not. The researcher also
collected qualitative data that included videos, recording, observers’ records, teacher’s reflection and students’ learning assignments. The qualitative analysis showed that the students have positive science attitudes of “inquiry joy”, “discovery joy” and “curiosity” for the leaning activities, and explored the problems found out during the teaching processes.

並列關鍵字

Science Attitudes Scale ； Grade 1-9 Curriculum ； flow learning

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