The influence of mathematics,science and technology(MST)integrated teaching model on junior high school students' performances in the fields of nature science and technology education

• Main Author: 郭政源
• Other Authors: 鄭友超
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/85231522865136191291

博士 === 國立彰化師範大學 === 工業教育與技術學系 === 95 === The research aimed to analyze junior high school students’ learning performances in the fields of nature science and technology education and math by means of the implementation of Mathematics, Science and Technology (MST) integrated teaching model. The teaching materials utilized in MST integrated teaching model were based on the fields of nature science and technology education and math for students in the first semester of the ninth grade. Thematic integrated instruction was used to present teaching, and water rockets, egg protectors and electric cranes were included as the themes. The research adopted nonequivalent pretest-posttest control group quasi-experimental research. The experimental group also used portfolios to record the complete learning process, which intended to confirm the validity of the experiment. There were thirty-six students in both experimental and control groups. The implement- ation time covered three periods a week, sixteen weeks, and forty-eight periods in total. The methods of statistic analysis include frequency distribution, MANCOVA and Pearson's product moment correlation. The results of the research were as follows: 1. MST integrated teaching model could enhance students’ learning cognitions in the field of nature science and technology education. 2. MST integrated teaching model could enhance students’ learning attitude in the field of nature science and technology education. 3. Learning attitude were highly related to learning cognitions and exam achievements. Besides, learning strategies were key to learning attitude. 4. In students’ learning portfolios, their performance on science exploration was the best while the performance on mathematics analysis was the worst. It may relate to the frameworks of teaching materials and portfolios. 5. Students’ performance on the portfolios was affected by their learning achievements in each unit as well as their multiple abilities. 6. The learning achievements carried out before teaching had impact on learning cognitions, exam achievements and learning motivations for students taking part in MST integrated teaching model. 7. Most students were satisfied with MST integrated teaching model. However, high-achievement students were not pleased with their personal learning results while low-achievement students were not contented with the teaching contents. 8. In investigating students’ satisfaction toward teaching, “interpersonal relationship” was mostly affected by personal factors while students were fairly contented with group competitions.