本研究以雲林縣五所國中七八年級學生共計530位做為研究對象,以問卷調查法來收集資料,探討雲林縣國中生對昆蟲的知識、態度及行為,並探討三者間的關係,以作為自然與生活科技領域教師在編制教材與設計教學之參考。 本研究結果發現:在「昆蟲的知識」中,不同年級、社經地位的學生之間皆有顯著差異,而男女學生之間則無顯著差異。對於昆蟲概念的認知得分為13.53分(滿分20分),只有19.4%的學生知道昆蟲是唯一能飛翔的無脊椎動物。知識來源主要是電視,其次是學校教科書和課外書籍等。在「昆蟲的態度」中,不同社經地位學生之間皆有顯著差異,而不同年級和男女學生之間則無顯著差異。最喜愛的昆蟲是蝴蝶,依次為螢火蟲、獨角仙;最厭惡的昆蟲是蚊子,依次為蒼蠅、蟑螂;最恐懼的昆蟲是蟑螂,其次為蜜蜂和毛毛蟲。在「昆蟲的行為」中,男女學生之間有顯著差異,而不同年級及社經地位學生之間則無顯著差異。67.2%有飼養昆蟲經驗,曾經飼養的昆蟲主要是蠶,其次為鍬形蟲。無法從事昆蟲相關行為的原因主要是「沒有工具、器材和設備」,依次為「不知道如何進行」、「自己本身對昆蟲沒興趣」等。 由上述問卷調查及資料統計顯示學生昆蟲知識、態度及行為三者之間互為顯著正相關。
The aim of this study is to investigate grade students’ knowledge, attitude and behavior for insects in Yunlin. 530 Junior high school students from five schools are subjects, and a questionnaire development is used as the research tool to collect related data. The main findings of this study are: in students’ knowledge towards insects, there are significant differences between grades and socioeconomic status. There is no significant difference between genders. The basic concepts and patterns characteristic of insect classification score of 12.87 points (out of 20). Only 19.4% students can understand that insects are the only flying invertebrate. Television is the major source of students’ knowledge, and the others are textbooks and extracurricular books etc..In students’ attitudes, there is significant difference between socioeconomic status. There is no significant difference between gender and grades. The most favorite insects are butterfly, firefly, and rhinoceros beetle. The most disliked insects for students are mosquito, housefly and cockroach. The most terrified insects for students are cockroach, bee, and caterpillar. In students’ behaviors, there is significant differences between genders. There are no significant difference between grades and socioeconomic status. 67.2% Students have experiences in raising insects, most in silkworms and stag beetles. The major reasons why students don’t engage in raising insects are “without tools and equipments”, “do not know how to proceed”, and “no interests in insects” etc.. According the above results, there are significant correlations among students’ knowledge, attitude and behavior toward insects.