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  • 學位論文

嘉義縣市國中學生性別分化類型與科學學習興趣關係之研究

Study on the Relationship between Gender Differentiation Type and Science Learning Interest of Junior High School Students in Chiayi

指導教授 : 王雅玄
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摘要


本研究旨在探討國中學生的性別分化類型與科學學習興趣關係,並探討在不同學校性別環境下其性別分化類型的差異。本研究主要以問卷調查的方式蒐集研究資料,以嘉義縣市單一性別學校和性別混合學校各四所,一共48個班級的1414位國中學生作為研究樣本,並以敘述統計、卡方考驗、t考驗、單因子變異數分析、卡方檢定關聯分析等統計方法進行資料分析。本研究結果發現如下: 一、國中學生的性別分化類型現況以兩性化和未分化類型的比例最多,而男性化和女性化的類型最少。 二、國中學生具有中等程度以上的科學學習興趣,而且對學習活動過程的興趣較學科概念內容的興趣高。 三、不同性別的國中學生在男性化及女性化這兩個性別分化類型的分佈上有顯著差異,男生在男性化類型的比例分布上較女生高,而女生則是在女性化類型的比例分布上較男生高。 四、父母親為高職業社經地位的國中學生在性別分化類型上較傾向兩性化類型,而父親為中職業社經地位的國中學生在性別分化類型上較傾向男性化類型,母親為中職業社經地位的國中學生在性別分化類型上則傾向未分化類型。 五、以單一變項而言,不同學校性別環境、年級、性別、家中子女數、家庭型態、父母教育程度等變項在性別分化類型的表現上均無顯著差異。另外,在單一性別環境中就讀的學生,無論是以性別或年級作為變項,在性別分化類型的表現上都與性別混合學校學生無顯著差異。 六、除了家庭型態的變項中,國中學生的科學學習興趣並無顯著差異之外,其他變項均有顯著差異。其中,男學生以及具有重要他人高期望的學生,其科學學習興趣較高;家庭影響的部分,家中子女數為男多女少、父母親的教育程度為大學以上以及父母親為高職業社經地位的學生,其科學興趣較高;學校影響的部分,則是在男生學校就讀、一年級、任課教師為兩性化類型的學生,其科學興趣較高。 七、性別分化類型與科學學習興趣之間呈現低度的關聯程度,其中兩性化類型的國中學生對科學學習興趣較高,而未分化類型的國中學生對科學學習興趣興趣較低。

並列摘要


This study aimed to investigate the relationship between gender differentiation type and science learning interest of junior high school students and to explore the differences in their gender differentiation types under different gender school environments. The research data were collected via questionnaires, and the subjects included 1414 junior high school students of 48 classes from four single-gender schools and mix-gender schools respectively in Chiayi. Data analysis was conducted by descriptive statistics, chi-square test, t test, one way ANOVA, chi-square test correlation analysis and other statistical methods. Findings of this study were as following: 1. In the current status of gender differentiation type of junior high school students, androgyny and undifferentiated types accounts for the most portion, while the masculine and feminine types possesses the least portion. 2. Junior high school students with moderate or above degree of science learning interest, and they have more interest in learning activities process than conceptual content of subjects. 3. Junior high school students with different genders have significant differences in the distribution of two differentiation types, namely, masculine gender and feminine gender. Boys have higher proportional distribution in masculine type than girls, while girls have higher proportional distribution in feminine type than boys. 4. Students whose parents have higher socioeconomic status are more inclined to androgynous type in gender differentiation type; students whose fathers have middle socioeconomic status are more inclined to masculine type in gender differentiation type, while students whose mothers have middle socioeconomic status are more inclined to undifferentiated type. 5. As for single variable, different school gender environments, grades, genders, numbers of children at home, family types, parental education levels and other variables show no significant difference in the performance of gender differentiation type. In addition, students enrolled in single-gender environment with either gender or grade as a variable show no significant differences in the performance of gender differentiation types compared to those in mixed gender schools. 6. Junior high school students show significant differences in all the variables expect for family type variable. Among them, male students and students with high expectations from significant persons have higher science learning interest; as for family influence, students whose families have more brothers than sisters, whose parents’ education level are above bachelor degree, and whose parents have higher socioeconomic status have higher science learning interest; as for school influence, students who study in the first grade in boy schools and whose teachers have two gender types have higher science learning interest. 7. Gender differentiation type and science learning interest show low-grade association. Junior high school students with androgynous differentiation type have higher science learning interest, while students with undifferentiated type have lower science learning interest.

參考文獻


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