| Summary: | 碩士 === 國立臺北教育大學 === 玩具與遊戲設計研究所 === 95 === Compared to traditional magic, scientific magic actions are more effective and attractive in getting students’ attention; this result is similar to the philosophy of teaching strategy by motivation and “Learning by playing”
The suspicious impression of magic increases the curiosity easily. The study utilizes the scientific curiosity inventory measured the intensity of the children’s curiosity toward the science. After the scientific magic performance and explanation of the theory, we can know if the degree of their scientific curiosity is risen dramatically by analyzing factors such as gender, favorite subject, and learning experiences, etc.
According to Kolb’s experimental learning theory, playing scientific magic will induce students’ interest, motivation or curiosity to science learning. For the purposes of the study, the scientific curiosity inventory was developed. While testing 666 eleven years-old students, by using related-sample t-test, we can find the significant difference that school children want to know the scientific phenomenon in the ordinary lives after the teaching experiments of the scientific magic. It also proves that scientific magic does raise school children’s curiosity toward science. A contrast to that, there is no significant difference in scientific curiosity degree found in students who live in variant backgrounds. According to that, factors such as gender, favorite subject, and learning experience make no connection with the development of students’ curiosity caused by scientific magic performance.
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