Based on the Fuzzy Theory to Study the Teaching Status and Influential Factors of Information Technology Integrated into science teachering in the Elementary Schools

• Main Authors: Lin Chiao-Ju, 林皎汝
• Other Authors: Lai A-Fu
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/33385171007181124547

碩士 === 臺北市立師範學院 === 科學教育研究所 === 93 === The main purpose of the study is to investigate the IT integrated in Sciences instruction in the elementary school based on fuzzy scale and Likert’s scale. The study makes use of Inventory methodology to IT integrated into science teaching in the elementary schools. The subjects of the research are the Science teachers in the elementary school in Taipei. A stratified random selection procedure was used in the sampling method of the research. The sample size was 312 and the valid respondent was 260. The valid responsible rate was 84.24％. There are many statistic approach used in this study such as descriptive statistics, t-test , one-way ANOVA, correlation analysis, stepwise multiple regression, and canonical correlation in order to analyze the data. According to the research result, the findings are as following. 1. The frequency of the information technology integrated into teaching shows significant difference on the factors as “sciences teachers” , ”gender”, “educational background”, “academic degree”, “computer literacy”, “the informative seed school or not”, “having the computers for group-learning at the school or not”, and “the scale of the school”. 2. The frequency of science teachers who integrated information technology into instruction is between “sometimes” and “seldom”. The most popular approach is searching for the digital materials for sciences teaching. The less popular method is participating the web-based professional community. 3. There are twelve factors shown positive correlation with the frequency of IT integrated with instruction such as “including the teaching resources”,” willing and acceptance about IT integrated instruction”,” the administrative support at school and the interaction of colleague”, “teaching and preparing time”, “teacher’s belief about the integrating IT into teaching”, “gender”, “educational background”, ” academic degree”, “computer literacy”, and “the informative seed school or not”. 4. The degree of the IT integrated into teaching that shows significant difference on the factors as teacher’s educational background, teaching grade, computer literacy, the scale of the school, the informative seed school or not, having the computer for group-learning at the school or not, the teaching resources, willing and acceptance, the administrative support at school and the interaction of colleague, students’ computer literacy and teacher’s belief on the information technology integrated into instruction.. There is no much difference between the integration degree and the background factors such as gender, the position, academic degree, teaching seniority, and science teaching seniority. 5. The result of the comparative effect of integrating IT inventory between the traditional scale and the fuzzy scale shows significant difference regarding the result. The reliability of fuzzy scale is higher than traditional scale, which shows that the fuzzy scale has higher consistence and stability. According to the result and finding from the research, twenty suggestions are given to the science teachers, schools, the department of education and future researchers.