| Summary: | 碩士 === 國立高雄師範大學 === 科學教育學系 === 86 === This study adopts cooperative action inquiry. A set of teaching materiacs, workbook assessment, and related videotapes are edited to provide students wih t cognitive learning situations based on scientists'' autobiography, pictures, and works. The pedagogical method utilizes dialogues and cooperative learning in small groups to investigate (a) the change of students'' scientific attitude, (b) the change of students'' understanding the nature of science, (c) the growth of critical thinking on value judgment and on “science with humanity caring and humanity with science literacy”,and (d) the change of students'' learning interest in general education. The data collection is based on classroom observation,videotapes interview, The Scientific Attitude Inventory: A Revision (SAI II), Understanding of the Nature of Science Scale (UNOS), pre-and post-workbook-assessments of cooperative learning of small groups, the mid-term open-ended questions on learning perception, the final open-ended questions on learning perception etc.
The results of this study are concluded as follows:
(1) There is a significant effect (P=.034*) in pre-and post-SAI II. After taking the final open-ended questions on learning perception, 89% of the students report there is a change in their scientific attitude. The data show that there is positive influence on students'' scientific attitude.
(2) There is a significant effect (P=.001**) in UNOS. The analysis of the interview transcriptions shows that students'' understanding the nature of sciene is more post-positivism. In addition, in the final open-ended questions on learning perception, 89% of the students claim that History of Science Approach is conducive to their understanding the nature of science.
(3) From the pre-and post-workbook-assessments of cooperative learning of small groups, there is a significant effect (P=.0001***). From learning perception questions, 91.7% of the students express that their critical thinking and value reflection become better.
(4) After learning with History of Science Approach, the students'' learning attitude changes from indifference into enthusiasm. Moreover, from the final open-ended questions on learning perception, 94.4% of the students express that this approach does enhance their learning motivation and interests.
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