The influences of science teaching integrated with the history of science on the conceptual Learning and toward science attitudes for the fifth grade students.

• Main Authors: Wu Ying-Ni, 吳盈妮
• Other Authors: 賴慶三
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/67649946585981064007

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 not only to determine the feasibility and the influences of science teaching integrated with the history of science on the conceptual learning and toward science attitudes, but also to gain further understanding of the impact when students learn the history of science.The quantitative approach was adopted in association with qualitative data to help with interpretation. Sample students from fifth grade class in Taipei county were divided into experimental group (n=34) and control group (n=34) respectively, in accordance with an un-equal pretest-posttest quasi-experimental research design. Two units of material --“The Sun and Star” and “The Combustion and Rusting”-- were selected as the science history units. We evaluate the impacts of science teaching integrated with the history of science by comparing the difference of learning between the experimental group, whom was taught with science history, and the control group, whom was taught by the regular material. The instruments used in this study were: "The tests of conceptual learning about science" and " the scale of attitudes towards science”, " study sheets "," learning affected files " and" interviews " were also used after every instruction to uncover the student’s affect during learning. The results of the study are as followings: 1.The experimental group is significantly different with the control group in the conceptual Learning of all（F=4.689，p<.05）.For the unit of “the sun and star”, the students of experimental group got a higher measurement score than control group, but the experimental group isn’t significantly different with the control group. For the unit of “the combustion and rusting”, the students of experimental group got a higher measurement score than control group, and the experimental group is significantly different with the control group（F=8.374，p<.05）. 2. The experimental group is significantly different with the control group in attitudes toward science（F＝5.883，p <.05）, and post-test scores of scales on learning interest toward science is significantly higher than pre-test scores, but the importance of science, attitudes toward science activity, and attitudes toward scientist and scientific career not. 3. The science history instruction has significantly influence on elementary fifth grade pupils, who show positive attitude towards science history. Moreover, they started to be aware of the overall progress of science as well as the role scientist play in the history of science. 4. Through teaching integrated with the history of science, the positions of teachers and students were defined. The teaching became student-centered. Meanwhile, teachers also benefit from the student-oriented teaching regarding their' professional growth.