The Influence of Teaching Integrated with Science History on the Fifth Grade Students’ Outcomes including the Nature of Science, Attitudes toward Science, and Science Achievements.

• Main Authors: TUNG,CHIU-HUNG, 董秋紅
• Other Authors: 賴慶三
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/99985285383442605679

碩士 === 國立台北師範學院 === 自然科學教育研究所 === 93 === The purpose of this study is to discuss the influence of teaching integrated with science history on the fifth grade students’ outcomes including the nature of science, attitudes toward science, and science achievements. The research method depends primarily on quantitative research as well as on qualitative research secondarily. The samples derive from ones of the fifth graders in one elementary school in Taipei County. Based on the quasi-experimental design, one class was the experimental group who received the teaching integrated with science history, and the other one was the control group who didn’t. The research tools used by this study include “the Nature of Science Scale”, “the Attitude toward Science Scale”, and “Achievement in Natural Science Test”, additionally with the assistance of study sheets, questionnaire, and interviews, in order to understand students’ experiences and thoughts about teaching integrated with science history. In the process of analyzing data, the pretest-and-posttest data of each questionnaire were analyzed with analysis of covariance to understand the influence of teaching integrated with science history on pupils. Here are the results of this study： (1) In the perspective of “the Nature of Science Scale”, the experimental group got more grades than the control group and was significantly different from it. (2) In the perspective of “the Attitude toward Science Scale”, the experimental group got more grades than the control group and was significantly different from it. Further analyzing, “the Attitude toward science subscale” and “the Attitude toward Scientists subscale” were found to be up to significant difference. However, “the Attitude toward Learning Science subscale” didn’t reach significant difference. (3) In the perspective of “Achievement in Natural Science Test”, the experimental group got more grades than the control group but wasn’t significantly different from it. (4) The stories about scientists have a positive effect on pupils. Many students imply that they like scientific stories, which help them in science learning. Stories involved in historical events about conflicting concepts are easier to grasp students’ attentions and make them participate in discussion. In the process of teaching, the similarity between the progress of students’ concept development as well as their knowledge construction and the track of scientific development can also be found. Moreover, taking advantage of media such as computers or televisions contributes to interaction between teachers and students.