| Summary: | 碩士 === 臺北市立師範學院 === 科學教育研究所 === 90 === Abstract
The purposes of this study were to investigate: 1.the effect of STS teaching toward the views on the nature of science and motivation to learn in elementary science class, 2.students’ attitude toward STS teaching in elementary science class, 3.the children’s behavior toward STS teaching, 4.the STS teacher’s introspection.
This was a quasi-experimental research of both qualitative and quantitative. The design of this research was based on Solomon four-group design. The subjects were students in four classes of fifth grade selected from an urban elementary school in Shulin City, Taipei. The instruments were Questionnaire on Nature of Science, Scale on Science Learning Motivation and Questionnaire on Learning Science Attitude. The data of students’ responses got from interview were analyzed, and listed in order to find out students’ attitude toward learning science and their feelings about experimental instruction. Responses from the STS teaching process were analyzed.
The results of this study were listed as following:
1.STS teaching had a more contemporary view on enhancing the nature of science in elementary science class.
2.STS teaching had positive effect on enhancing the motivation to learn in elementary science class.
3.STS teaching had positive effect on maintaining the science-related attitude in elementary science class.
Finally, the researcher offered some suggestions for improving nature of science and motivation to learn in elementary science class: 1.STS teaching should be combined with students’ living experience and blended into society subjects randomly to proceed STS teaching. 2.Positively develop teaching materials related to nature of science. 3.Conduct students to learn the nature of science from STS teaching activities in order to transform their roles in science learning and then conduct children how to do learning. 4.Build a good environment for STS teaching.
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