高中生科技素養與科技態度相關之研究

Abstract

本研究旨在探討運用科技史及STS 教材融入高中生活科技課程中，對 高中學生之科技素養及科技態度的影響。本研究先依科技史及STS 融入教 學的設計原則，開發相關之教材，再以科技史及STS 融入教學進行教學實 驗。此教學實驗是以210 位高中三年級學生為實驗教學對象，並依實驗設 計分成實驗組與對照組，教學實驗後，分析本研究使用的傳播科技史及 STS 教材與一般教材，對於學生科技素養與科技態度的影響，並驗證學業 成就及科技態度與科技素養之間的結構關係模式。研究結論如下：（1）父 母職業、性別及學業成就對高中生的科技素養與科技態度表現會有影響； （2）使用科技史教材能提升高中生的科技素養與科技態度；（3）高中生 的科技態度與學業表現對其在科技素養的表現有正面的影響。The study aimed to discuss how the Living Technology Course, containing the history of technology and science/ technology/ society (STS) materials, influenced students’ technological literacy and attitude toward technology. The content related to the history of technology and STS were developed and used in this study. There were two hundred and ten 12th graders participated the study, and were divided into experimental and control groups. The newly developed content were used to compare students’ technological literacy and attitude toward technology, and also to verify the relation model among the factors ofstudents’ academic achievement, attitude toward technology, and technological literacy. The conclusions were as follows: (1) parents’ occupations, the gender issue and academic performance affected students’ performance in technological literacy and attitude toward technology; (2) content in the history of technology can enhance students’ technological literacy and attitude toward technology; (3) students’ attitude toward technology and academic achievement have positive influence on their performance in technological literacy.