| Summary: | 碩士 === 國立高雄師範大學 === 科學教育研究所 === 94 === The main objective of this study were to explore (a)the effects of family structure, interaction between family and school, family care, cultural activity at family, supplementary education investment, book investment on students’ perception of science learning environment; and (b)can teacher improve science learning environment by changing his teaching model? First, a questionnaire was used to collect data. The participations included 314 junior high school students. The employed instrument was The Junior High School Student Science Learning Environment Test validated by science educator Huang, Aldridge and Fraser(1998).Then, the teacher changed his teaching pattern according to students’ needs. And a quasi-experimental design was used to explore the effects of teacher’s teaching pattern on students’ perception of science learning environment.
The results of this study were：
1. Family structure, interaction between family and school, family care, cultural activity at family, supplementary education investment, book investment had influence on junior high school students’ perception in science learning environment.
2. After the actions, the post-test scores in two groups had statistically significant change on the scores of The Junior High School Student Science Learning Environment Test.
3. In TS, IN, E aspects of questionnaire, the scores of experimental group was better than control group’s and showed a significant difference.
4. After the actions, the low-family resources group’s scores in questionnaires between experimental group and control group were significant difference.
Besides, the students realized teacher's changes in teaching. They also attended to teacher’s representational repertoires that were good for their learning. They had more opportunity to present and discuss their ideas in the class and obtained more encouragement and praise from teacher. So they would affirm and anticipate this kind of science learning environment. However in scientific inquiry aspect, teacher should nurture students’ motivation with more guidance.
Finally, the researcher proposed some suggestions for educational officers, educators, teachers, and encourage further research.
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