譚克平黃美娟2019-09-052005-7-252019-09-052005http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G00T1452004%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/104486本研究目的是透過行動研究發展一套遺傳學學習的教材敎法或教學活動，經過評估討論決定先從豌豆種植活動開始，讓學生重複科學家的重要實驗，試圖讓學生從中建立正確的科學態度，訓練如何發現及解決問題的能力，並進而修正實驗的態度。以研究者任教之台北縣某國中七年級一個班級(A班)學生為研究樣本，進行豌豆種植活動，在種植過程中不斷檢討修正，並評估使用電腦模擬實驗教學的可行性，經評估修正後，加入B班與A班同時進行電腦模擬教學，另在同一學校隨機抽取一班(C班)作為對照組，研究學生在使用電腦教學下的學習情況為何？並分析教師對實施模擬孟德爾實驗教學的省思。 研究工具有對科學的態度量表、豌豆種植的態度量表、遺傳學之學習成就測驗、資訊融入教學學生態度量表、種植活動及電腦模擬實驗教學之教學學習單。分別以量化及質性分析的方式進行資料分析處理，以了解教學之成效。本研究的發現如下： (一) 在學生在種植活動中能培養觀察、發現問題、解決問題等能力；學會對生命的尊重。 (二) 種植活動對學生的對科學的態度無明顯影響。 (三) 利用電腦模擬孟德爾實驗之教學增進學生觀察、紀錄及歸納能力。 (四) 利用電腦模擬實驗的教學能提升對學生的對學習科學的態度。 (五) 利用電腦模擬實驗的教學能提升對學生的遺傳學學習成效。 實際種植與電腦模擬實驗兩種活動的優缺點互補，因此，兩個活動應可互相搭配使用。先透過種植活動，讓學生熟悉豌豆的生長過程及認識其性狀，再藉由電腦模擬，幫助學生在聚焦於遺傳法則的推演及歸納。期望這一小部分的結果是研究領域中的一塊磚石，可以作為後續研究者的參考，也能給自己和其他實際面對學生的教師們應用在教學規劃中。The purpose of this study is to develop a set of teaching methods or teaching activities in genetics learning. After evaluation and discussing, we decide to start from peas planting. We let students redo the scientists’ important experiments and try to let them build correct scientific attitudes, have the abilities to find and solve problems, and adjust their attitude toward the experiments. The study sample is a 7 grade class （Class A）in one junior high school where I work in Taipei County. In the process of planting, we improve and adjust constantly, and we evaluate that if we have the possibilities to use computers to imitate experiments. After adjusting, we let Class B and Class A use the computers to imitate experiments at the same time. In addition, we let another class（Class C）to be the comparative group to study how do the students use computers to imitate experiments? And the Class C is we make a random sampling in the same school. We also analyze the teacher’s reflection when imitating teaching Mendel’s experiments. The study tools are Scientific Attitude List, Peas Planting Attitude List, Genetics Learning Achievement Test, Students’ Computer Learning Attitude List, Planting Activities Worksheet and Computer Imitating Experiments Worksheet. We analyze the materials in both quantity and quality way to understand teaching effect. The found of this study as following: 1.Through the planting activities, students can develop the abilities of observation, problem finding, and solving；learn to respect lives in the world. 2.Planting activities don’t affect students’ attitudes toward science. 3.Using computers to imitate experiments can improve students’ observation, recording and generalizing abilities. 4.Using computers to imitate experiments can promote students’ attitudes toward science. 5.Using computers to imitate experiments can promote students’ achievements in learning Genetics. Actual planting and computer imitating planting can reciprocate each other, so these two activities can match to use. First we let students familiar with the process of peas growing and understand their traits? Then, we use computers to imitate and help students to focus on the inference and generalization of genetic rulers. We expect that this little result can be a reference to the latter researcher and also to ourselves and other teachers who can use in their teaching.種植活動遺傳概念資訊融入教學對科學的態度行動研究plant activitiesgenetic acceptsinformation integrated in instructionattitudes toward scienceaction research