STS 教學對學生科學學習成效與科學學習態度影響之統合分析

許婉宜

doi:10.6840/CYCU.2007.00126

34.234.223.227，Hello！

Close
Search Quick Search Advanced Search Publication Search	Personal Service Member Login Searching History Use Bonus Card SYMSKAN
Browse Browse by University of Graduate Thesis Browse by Pinyin of Graduate Thesis Browse by Conference Proceedings Topic Browse by Conference Proceedings Publisher Browse by Pinyin of Conference Proceedings Browse by eBook Category Browse by eBook Topic Browse by eBook Publisher
Customer Services Authorize Airiti Recommend a Journal

Search Symbol (Half-width)	Description of Search Symbols
Space	"AND" indicates the intertwining of key terms used in a search
Double Quotation Marks ("") ( " " )	Double quotation marks indicate the beginning and end of a phrase, and the search will only include terms that appear in the same order of those within the quotations. Example: "image process" ： " image process "
?	Indicates a variable letter. Entering two ? will indicate two variable letters, and so on. Example: "Appl?", search results will yield apple, apply… e , appl y … ( (often used to English word searches) )
*	Indicates an unlimited number of variable letters to follow, from 1~n. Example: Enter "appl*", search results will yield apple, apples, apply, applied, application…(often used in English word searches) e , appl es , appl y , appl ied , appl ication … ( (often used to English word searches) )
AND、OR、NOT	Boolean logic combinations of key words is a skill used to expand or refine search parameters. (1) AND (1) AND: Refines search parameters (2) OR (2) OR: Expands search parameters (3) NOT: Excludes irrelevant parameters

DOI stands for Digital Object Identifier （ D igital O bject I dentifier ） ,
and is the unique identifier for objects on the internet. It can be used to create persistent link and to cite articles.

Using DOI as a persistent link

To create a persistent link, add「http://dx.doi.org/」「 http://dx.doi.org/ 」 before a DOI.
For instance, if the DOI of an article is 10.5297/ser.1201.002 , you can link persistently to the article by entering the following link in your browser: http://dx.doi.org/ 10.5297/ser.1201.002 。
The DOI link will always direct you to the most updated article page no matter how the publisher changes the document's position, avoiding errors when engaging in important research.

Cite a document with DOI

When citing references, you should also cite the DOI if the article has one. If your citation guideline does not include DOIs, you may cite the DOI link.

DOIs allow accurate citations, improve academic contents connections, and allow users to gain better experience across different platforms. Currently, there are more than 70 million DOIs registered for academic contents. If you want to understand more about DOI, please visit airiti DOI Registration （ doi.airiti.com ）。

Data Source

College of Humanities and Education > Graduate Institute of Education
Social Sciences > Education

Bibliography Management Tool

Related Links

Report an Issue

Purchase Single Articles

Download PDF

STS 教學對學生科學學習成效與科學學習態度影響之統合分析

Meta-analysis of Influences of STS Instruction on Students'Science Learning Effects and Science Learning Attitude

許婉宜 , Masters　　Advisor：楊坤原　　

繁體中文 DOI： 10.6840/CYCU.2007.00126

STS 教學；科學學習態度；科學學習成效；統合分析； Science Learning Effects ； STS Instruction ； Meta-analysis ； Science Learning Attitude

Abstract │ Reference (175) │ Times Cited (8) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

Abstract
There are three purposes in this research.Ⅰ.To collect the outcomes of experimental studies on STS instruction and to understand how STS instruction is used now and its effect sizes . Ⅱ. To adopt the meta-analysis to analyze the previous accumulation outcomes of experimental studies on STS instruction and to understand the influences of STS instruction on students’ Science Learning Effects and Learning Attitude. Ⅲ. To adopt the meta-analysis to analyze the different kinds of STS instruction studies and to find out moderator variables that may influence the effects of STS instruction on students’ Science Learning Effects and Learning Attitude .
It began with a systematic search of the literature from electronic database, the ancestry approach and related journals to locate 35 STS instruction studies. The effect sizes were calculated by Hedges and Olkin’s (1985) procedure. Further, the studies tested all coded features by ‘Categorical Model ‘to find moderator variables.
The results of the study were listed as follows:
1. The analyses revealed that STS instruction had a positive affect on students’ science concept learning effects.
2. The analyses revealed that STS instruction had a positive affect on students’ Science Learning Attitude , including the Attitudes toward Science Courses, Science Teachers, Learning Interests in the Science Courses, Learning Motives in the Science Courses and Science Learning Strategies.
3. Science Learning Effect:d=0.3929, Science Learning Attitude:d=0.3802.
4. The moderator variables of STS instruction studies on students’ Science Learning Effects were teaching regions, learning stages of the students, teaching methods,  teaching time and instructors.
5. The moderator variables of STS instruction studies on students’ Science Learning Attitude were teaching regions, learning stages of the students, research design methods and teaching methods.
6. In different teaching regions, the students in the north get higher effect size in Science Learning Effects and Learning Attitude after STS teaching.
7. In different learning stages, elementary school students get higher effect size in Science Learning Strategies. Junior high school students get higher effect size in science concept learning effects. There is only science concept learning effects research on senior high schools now . Junior college students get higher effect size in the Attitudes toward Science Courses.
8. In different research design methods, the contrastive group design to students can get higher effect size in Science Learning Attitude, the Attitudes toward Science Courses, Science Teachers and Learning Motives in the Science Courses.
9. In different teaching time, long teaching time for students can get higher effect size in Science Learning Attitude, the Attitudes toward Science Teachers, Learning Interests in the Science Courses, Learning Motives in the Science Courses and Science Learning Strategies.
10. For different instructors, instructors who are the researchers can get higher effect size in science concept learning effects, Science Learning Attitude, the Attitudes toward Science Courses, Science Teachers, Learning Motives in the Science Courses and Science Learning Strategies.

Reference ( 175 ) 〈TOP〉

王澄霞、陳國華（1994）。STS 主題—「油脂生活」之開放性思考評量。化學，52（4），107-114。
連結：
江清俊（2004）。教學模組之教材開發與評量設計及其成效之探究。國立台灣師範大學化學研究所碩士論文，未出版，台北。
連結：
李智貴、陳恆順 (1995)。統合分析(Meta-Analysis)之簡介。當代醫學，22（2），167-172。
連結：
吳慧姿（2002）。探討圖像融入 STS 教學對國小高年級學童圖像資訊應用能力之影響研究。台北市立師範學院數理教育研究所，未出版，台北。
連結：
林東充（2005）。奈米、乳霜 STS 模組之成效與科學態度探討。國立台灣師範大學化學研究所碩士論文。未出版，台北。
連結：

Times Cited (8) 〈TOP〉

Altmetrics

〈TOP〉

E-mail ：

When an article is available to download, a notice will be sent to your mailbox address.

E-mail ：