| Summary: | 碩士 === 國立臺灣師範大學 === 科學教育研究所 === 88 === Based on self-efficacy theory, teacher expectation theory, this study attempted to (1)explore the distributions of junior high school students’ self-efficacy in biology and their perception of teacher expectation; (2)analyze the relationship between self-efficacy and perception of teacher expectation; (3)investigate a case teacher’s expectation in biology by the Repertory Grid Techniques(RGT).In this case, the relationships among teacher expectation, perception of teacher expectation and self-efficacy in biology were explored.
The following instruments were modified and developed: the Biology Self-Efficacy Questionnaire, the Students’ Perception of Teacher Expectation Questionnaire, and the Semi-Structural Interview Questionnaire of Teacher Expectation. 258 students in five classes were involved in this study for the first two purposes, and a case class of 20 students and one case teacher were engaged in this study for the last purpose. Major findings were summarized as follows:
1. Students’ self-efficacy in biology for whole and each subscale were approximately normal distributed. Some significant differences were found among subscales.
2. Students’ perception of teacher expectation was significantly higher than the expectation value and was approximately normal distributed. The perceptions of teacher expectation among different classes were significantly different.
3. Perception of teacher expectation and self-efficacy were significantly correlated.
4. In the class of case teacher, students of higher level of teacher expectation were found having higher level of self-efficacy. Similarly, students’ perception of teacher expectation was significantly correlated with their self-efficacy.
5. Furthermore, those students who were expected to have higher ability of biology perceived more positively of teacher expectation.
Accordingly, several issues were raised and the implications of self-efficacy of biology teaching were also discussed.
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