| Summary: | 碩士 === 慈濟大學 === 教育研究所 === 95 === The study was to investigate the effects and influences of “STS teaching
module” curriculum of the Science designed by the researcher. The main
purposes were as following.
1. To explore the influences of “STS teaching module” on the achievement
of science learning of junior high school students.
2. To investigate the influences of “STS teaching module” on the science
attitudes of junior high school students.
3. To analyze the effects of “STS teaching module” in the homeland
attitudes of junior high school students.
4. To describe the problems in the instruction and the factors to affect
curriculum execution and propose the suggestions as the references of further
research and teaching application..
This study adapts the experimental design and quality analysis .The 69
subjects are 8th students from two classes which are taught by the researcher in
Blue-Sea Junior High School in Hualien County. The treatment group consist
of 35 subjects who take the curriculum with “STS teaching module” designed
by the researcher and the control group consist of 34 subjects take the
curriculum with the regular curriculum of Science. Both classes were taught
by the researcher for four weeks (four classes a week, 17 classes in total). The
researcher used t-test to test Hypothesis 1 and used one way analysis of
covariance to test Hypothesis 2. Besides, t-test was carried out to the closed
ended questions in the Science Attitudes Scales done by the treatment group
to test Hypothesis 3. The statistics of percentage and causality induction were
carried out to the open-ended questions. The researcher used Science Attitudes
Scales, Regular Evaluation grades, Study Sheets, etc, as the study tools, to
evaluate the study effects of science learning of junior high school students.
The following are the main findings of this study.
1. The effects of “STS teaching module”
(1) There was no significant difference on the posttest scores of the science
achievement tests between both groups.
(2) By the analysis of the students’ feedbacks in the classes, the
questionnaires after the learning activities , Study Sheets, homework and
learning satisfaction questionnaire, we can find obvious elevation in
science abilities of comprehension, analysis, synthesis and evaluation.
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2. The effects of attitudes toward nature science
(1) The treatment group’s posttest scores are significantly higher than the
control group’s.
(2) According to Study Sheet and the questionnaires of the students, we can
find the practice of “STS teaching module” can develop the interests of
students to study science actively, to explore the knowledge like scientists and
to participate in the instruction to develop more positive attitudes toward nature
science.
3. The effects of the homeland attitude of the students
(1) Compare to the pretest and posttest scores of “Indigenous Attitude
Scale”, we find the treatment group students get significant higher scores in the
posttest than in the pretest.
(2) According to the analysis of Study Sheet to interview the parents and
elders in the community, the life experience and introduction form these people
give the students much deeper impression for the community where they have
lived, just connecting with the curriculum in the classes. In that way, students
have stronger feeling and identifications with their own community, and so do
indigenous attitude.
4. Analysis of the students’ satisfaction for the “STS teaching module”
curriculum and the reflection of the teacher.
(1) The reasons why the students prefer the curriculum are: they can design
the experiment by themselves and present the results they find in many
different ways with the help from the partners in the group; the instructing
process including visiting out of the school, doing experiments, gathering
information, or interviewing people, can help them form the concepts and
abilities of cognition, emotions, and skill in nature science.
(2) With the feedbacks from the students, the researcher is aware the
importance and the practicability to integrate materials in daily life with nature
science knowledge. That lets the students feel easy and comfortable to have
real and concrete learning objectives, instructing process, and taking
evaluations just like those in the life they live everyday.
At last, according to the results of the study, the researcher made some
suggestions as references resources of the effects of “STS teaching module”
curriculum of Science in junior high school and the further research.
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