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Title: 國中學生科學態度之研究
Other Titles: The Study of the Scientific Attitudes of the Junior High School Students
Authors: 潘正安
Issue Date: Jun-1986
Publisher: 國立台灣師範大學教育學系
Department od Education, NTNU
Abstract: 科學對人類的影響,廣泛而又深遠,十五世紀歐洲文藝復興,近代科學發靭;二次世界大戰後,科學與技技迅速發展,科學影響人們生活的實質內容,主導人類所處的環境與文化。世界各國無不重視科學研究,發展科學教育,希望帶動工業發達,經濟成長,而求社會富裕。我國目前正處於加述現代化的過程中,推動科學發展是刻不容緩的重要政策,然而科學的發展,除加強科學的研究外,尚須從教育開始做紮根的工作,國內的科學教育受升學主義影響,流於形式,偏重於科學知識的灌輸,科學方法的訓練和科學態度的培養往往不受重視。近幾年來,在國家科學委員會及教育行政當局的努力下,科學教在教村教法上有許多的革新,為使科學能在國內生根,除了教導學生基本的科學知能外,更需培養學生適當的科學態度,因為一個具有正確科學態度的人,縱使其科學知識有所不足,且未從事科學專門研究,但在其一生中卻可掌握科學本質,繼續探索;求知,而將科學落實在生活中。
Cultivating students’ scientific attitudes serves two purposes:(1)helping students fully understand the essence of science as well as scientific behavior;(2)helping students better develop their character. Based on this theory, the purpose of this study was to investigate the essence of scientific attitudes and the factors influencing the scientific attitudes of the Junior High School students. There were 764 subjects selected from second year(grade)students(around 14 years old)of 4 Junior High Schools in Taipei, 369 boys and 395 girls. Data collected came from the “Junior High School I.Q. test, ” the “Personal Characteristics Data Inventory, ” and other forms designed by; the researcher, such as “Junior─High─school─Students Scientific Attitude Inventory, ” ‘Child─rearing Practice Questionnaire” and “Teachers’ Instructional Characteristics Description student to include I.Q. test scores, family social and economical status, grade their teachers’ instructional characteristics. Together with this information, we obtained scores for every student about six scientific attitudes:”discreetness, ”curiosity,” ”objectivity,” ”perseverance, ” “cooperation” and “scientific beliefs”. The data were statistically analyzed three ways. The relationships among the six scientific attitudes were analyzed using Pearson’s product─moment correlation coefficient. Differences between male and female students’ scientific attitudes with the influences of different child─rearing practices and teachers’ instructional characteristics were analyzed using a two─way ANOVA. Step─wise multiple linear regression was used to analyze how the six scientific attitudes were affected in terms of “sex differences,” ”family social and economical status,” “grades of natural science courses, ” ‘family child─rearing practices” and “teachers’ instructional characteristics.”The conclusions of the study were as follows:1. Students varied with sex differences in all attitudes except the attitude of “discreetness
Other Identifiers: D1A0B94B-4E9C-6635-CCC3-6A15C70FC713
Appears in Collections:教育研究所集刊

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