科學玩具融入教學對國小四年級學童昆蟲單元學習影響之研究

Instructive Impacts with Integrated Study of Scientific Toys in Insect Unit for Fourth–Grade Students

李慈惠(Tzu-Hui Lee)

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(2012年)

https://doi.org/10.6840/cycu201200175

摘要

摘 要
本研究旨在探討科學玩具融入教學對國小四年級學童昆蟲概念的學習與「對科學的態度」之影響情形。本研究採準實驗研究法不等組前後測設計，以桃園縣一所國小四年級兩個班的學生為研究對象，實驗組採「科學玩具融入教學」；對照組採「教學指引教學」。本研究教學活動約為期五週，共計十五堂課，研究工具包括：「國小學童昆蟲概念二階段問卷」及「科學態度量表」，將所獲得的資料以敘述性統計及單因子共變數分析進行處理，研究結果如下：
一、接受科學玩具融入教學後的實驗組學童在「國小學童昆蟲概念二階段問卷」的表現上，經單因子共變數分析結果，顯著優於對照組學童，可見實施科學玩具融入教學能有效提升國小四年級學童的昆蟲概念學習成效。
二、接受科學玩具融入教學的實驗組學童在昆蟲概念學習上的另有概念。
三、經過科學玩具融入教學課程教學後，實驗組學童在「科學態度量表」的總量表，及「對自然科課程的態度」、「自然科學習動機」、「自然科學習策略」、「對自然科教師的態度」四個分量表的表現皆顯著優於對照組，可見實施科學玩具融入教學能有效提升國小四年級學童的「對科學的態度」。

關鍵字

對科學的態度 ； 昆蟲概念 ； 科學玩具

並列摘要

Abstract

This research aims at exploring an integrated study of scientific toys instruction on the concept a learning impacts in insects unit for fourth-graders students and their "attitudes toward science". This research uses a quasi-experimental approach ranging group with pretests & posttest design. We took samples from two classes of the fourth graders at Taoyuan County Elementary School. The experimental group adopted science toys as teaching tools; the control group adopts "Teachers' Guide Teaching". The duration of the teaching activities of this study was approximately five weeks, a total of fifteen lessons. The research tools include: "Two-stage questionnaires for the insects concept of elementary school children" and "Science Attitude Scale". The information obtained was collected and analyzed by descriptive statistics and single factor variable. The findings are shown as follows:

1. Students receiving an integrated study of scientific toys on instruction in the experimental group on the performance of the "Two-stage questionnaires for the insect concept of elementary school children"; the ANCOVA analysis results are significantly better than students in the control group. Therefore, The implementation of scientific toys combined into teaching can effectively enhance the learning outcomes about insect concept for the fourth graders.

2. Students receiving an integrated study of scientific toys on instruction in the experimental group have alternative conceptions for the concept of insect.

3. After scientific toys combined into the teaching curriculum and teaching, the experimental group students are significantly better than students in the control group on Total Scale of "Science Attitude Scale " and the four subscales i.e. "Attitude toward Science Curriculum", "Science Learning Motivation ", "Science Learning Strategy", and "Attitude toward science teachers". Therefore, Implementation of scientific toys on instruction can effectively enhance the fourth grader’s "attitudes toward science".

並列關鍵字

attitudes toward science ； the concept of insect ； scientific toys

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