STS教學運用於太陽能水耕栽培之研究

林潔珍

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STS教學運用於太陽能水耕栽培之研究

Application of STS Teaching Model by Solar Power Hydroponics

林潔珍 , Masters　　Advisor：王文裕　　

繁體中文

STS ；能源教育；太陽能；水耕栽培； hydroponics ； solar power ； STS ； energy education

Abstract │ Reference (42) │ Altmetrics

Abstract 〈TOP〉

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The present study sought to explore the effects of implementing research teaching activities that apply the STS teaching of solar power hydroponics on the cognitions and attitudes of elementary school second graders towards energy. The research tool used in this study was the self-produced “questionnaire on lower graders’ cognitions and attitudes towards energy in elementary school,” which was applied with second-grade students at an elementary school in Dali District, Taichung City. The experimental group consisted of 14 males and 15 females (a total of 29 students) from the class the researcher is currently teaching, while the control group consisted of 13 males and 16 females (a total of 29 students). The experimental group took eight weeks of classes applying application of STS teaching Model by solar power hydroponics, while the control group took general classes. The students were also instructed on energy-related knowledge and tested using the “questionnaire on lower graders’ cognitions and attitudes towards energy in elementary school” before and after the classes to obtain their learning outcomes. Descriptive statistics and a paired-sample t-test were used to determine whether there was a significant difference in the students’ cognitions and attitudes towards energy before and after education. 
The research results are summarized as shown below:
1. A significant improvement was shown in the energy-related knowledge of students from both the experimental group and control group after the instruction, but the overall grades of the experimental group and control group were not much different. 
2. After implementation of the teaching activity, students from the experimental group showed better performance in terms of their attitudes towards energy than the control group, with the difference reaching significance. This indicates that STS teaching does indeed inspire students to be concerned about their own environment and cultivates students to develop the responsibility for citizenship behavior. 
Suggestions are proposed based on these research results to serve as a reference for administrative units and teachers when implementing STS teaching Model and for follow-up research in the future.

Reference ( 42 ) 〈TOP〉

林金盾，「九年一貫自然科課程的理念與實務之我見」，科學教育月刊，第231期，第17-19頁 (2000)。
連結：
洪志明、蔡曉信，「以化學尋寶實驗活動培養學生解決問題的能力」，科學教育月刊，第244期，第22-27頁(2002)。
連結：
許婉宜，「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」，中原大學教育研究所碩士論文，中壢(2007)。
連結：
張惠博，「九年一貫課程實施與教師的專業成長」，科學教育月刊，239期，第13-25頁（2001）。
連結：
黃俊儒、楊文金、靳知勤、陳恒安，「誰的STS？-科學教育與科學研究的同與不同」，科學教育學刊，第十六卷第六期，第585-603頁（2008）。
連結：

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