| Summary: | 碩士 === 國立臺南大學 === 材料科學系自然科學教育碩士班 === 93 === The purpose of this study is to find out the influence of learning motivation and achievement on different learning ability of elementary students after integrating information technology into teaching in natural science and life technology. The sample of this study is fifth grade students. They were apportioned to controlled group and experimental group at random. One class（35 students）is controlled group who accept traditional teaching and the other one（35 students）is experimental group who accept the teaching within information technology. After the treatment, the students were evaluated by「test of achievement of learning science」,「learning motivational scale」and「feedback of learning science scale」. The result showed that there were no significant differences between controlled group and experimental group in learning achievements and no matter who accepted what kind of teaching; there were significant differences between different learning ability students in learning achievement. High-level ability of students who accepted the teaching with information technology were better than who accepted traditional teaching in learning achievement, but low-level ability of students who accepted the teaching with information technology were worse than who accepted traditional teaching in learning achievement. There were no significant differences between the information integrating teaching and the traditional teaching in students’ learning motivation and there were no significant differences between different level ability of students in learning motivation, either. Furthermore, there were about 80﹪students didn’t reject the information technology integrating into teaching in natural science and life technology, and agreed it could help students with learning nature and science from investigated the learning feedback of students who accepted the information technology integrating into nature and science teaching.
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