| Summary: | 碩士 === 臺中師範學院 === 自然科學教育學系碩士班 === 92 === Abstract
The purpose of the study was on the relationship between the categories of decay conception and perceptions of science classroom in different genders and grades in junior and elementary students. A combination of quantity and quality data collection and analysis was used in this study.
The quantity samples were from the research of Yu (2002), including 647 students（elementary 390, junior 257）for the categories of decay conception and the correlation between conception and perceptions of science classroom environment . A total of 705 students（elementary 416, junior 289）were for the perceptions of science classroom environment, and 10 sixth graders who have been studied the concept of ecology were for qualitative interview.
The variants of the study were students’ gender and grade. First, the distribution trend of the students’ categories of decay conception was tested by χ2. Second through t-test, One Way ANOVA and Scheffe'' methods for post hoc comparison, the perceptions of science classroom are examined. At last, Pearson’s product-moment correlation were used to analyze above two data. Results indicated:
1. The distribution of elementary students in categories of decay conception showed significant difference in grade but not in gender; as to junior students it showed no significant difference both in gender and grade.
2. The classroom environment was “fair relation”, “positive peer interaction” and “balanced development” in junior and elementary students of this study. And it was tested by the differences of gender and grade.
（1） Junior and elementary students in the classroom environment of “positive peer interaction” showed significant difference in gender in “task orientation”.
（2） Junior students in the classroom environment of “balanced development” showed significant difference in gender in “student cohesiveness”, “cooperation”, “teacher support”, “equity”, and “task orientation”. Elementary students showed significant difference in grade in “teacher support”.
（3） Junior students in the classroom environment of “fair relation” showed significant difference in grade in “cooperation”, “task orientation”.
3. Elementary boy students who have the conception of “ consumption” and “decompose” had significantly correlation with “task orientation”. In the classroom environment of “positive peer interaction” of fourth graders’ conception of “ un-explaining reason” had significantly correlation with “student cohesiveness”. Sixth graders who have been studied the concept of ecology had the conception of “consumption” had significantly correlation with “equality”.
4. In “fair relation” classroom environment, seventh and eighth graders who have the conception of “ decompose release inorganic” had significant correlation with different scales. Female and seventh graders who have the conception of “aid material rot” have significantly correlation with “equity”. In “balanced development” classroom environment, female and seventh graders who have the conception of “ same consumer function” had significantly correlation with “investigation”, and the male and eighth graders who have the same conception had significantly correlation with “equity”.
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