A Case Study on the Influencing Factors of Junior High School Student''''s Physics and Chemistry Learning

• Main Author: 許嘉仲
• Other Authors: 陳錦章
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/10905038781018629490

碩士 === 國立彰化師範大學 === 物理學系在職進修專班 === 90 === A Case Study on the Influencing Factors of Junior High School Student’s Physics and Chemistry Learning Abstract The purpose of research is to explore the profiles and difficulties of students’ science learning, and the factors influencing their learning. Six sophomore and junior of junior high school on different academic achievement were selected as objects of the study. Data were collected through interview, class observation, and student’s feedback, and analyzed through coding, comparison and classification. The result of research is summarized as the followings: I. The profile of student’s learning on physics and chemistry included: Students with intermediate and low academic achievement tended to learn the subject by recitation; however, students with high academic achievement tended to learn the subject by comprehension. The purpose of science learning was to pass senior high school entrance examination for most students. The more students learn the subject, the less they are interested in learning it. Most students liked labs, but the reasons for intermediate and low academic achievers was the opportunity of manipulating experimental instruments and were more unrestrained in class; nevertheless, the reasons for high academic achievers was to help their memorization and comprehension. II. Sample student’s difficulty and obstacle on learning physics and chemistry subject included: Most students felt difficult on learning “chemical formula” and “equations and unit symbol”. They had obstacles on learning high comprehensive and abstract courses. Lacking prior knowledge also made students’ science learning difficult. III. Influencing factors of sample student''''s learning on physics and chemistry subject included: Student’s personal interest, ability, self—perception, fewer discussion tendency and courage to ask questions in class, class environment and peers. Instructor’s teaching method factors, e.g. teachers’ instruction approach, pressure of class schedule progress, classroom management, evaluation method, and expectation and encouragement from teachers.