| Summary: | 碩士 === 國立彰化師範大學 === 科學教育研究所 === 96 === The purpose of this study was to examine the influence of the sixth graders’ scientific epistemological beliefs and science learning interest through a series of science reading activities, including science news reading, science trade books reading, and group topic reading. The entire study lasted 12 weeks, 80 minutes per week. An action research method collecting both quantitative and qualitative data was utilizes. The participants were 27 sixth graders who completed to two questionnaires, Pupils’ Nature of Science Scale developed by Huang, Tsai, and Huang (2005), and Learning Interest in Science and Living Technology Field developed by Su (2007), before and after the activities. Quantitative data was analyzed by using paired-sample t test to compare the difference between pretest and posttest and comprehensively interpret the result via qualitative data.
The results revealed that students’ three dimensions of scientific epistemological beliefs were more matured after the activities. Moreover, there was a statistically significant difference in the third dimension and the whole performance between pre- and post-scores, meaning that students were more constructivist-oriented. As for the science learning interest, the mean posttest scores of each subscale was higher than the mean pretest scores; furthermore, there were significant differences in “Physics”, “Chemistry”, “Living technology” and the whole performance between pre- and posttests. In other words, the reading activities remarkably increased student’s learning interest in this filed.
Finally, this study made some suggestions to the design science reading activity and recommendations to future studies.
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