The Influences of Science Writing Heuristic on 5th Graders’ Metacognitive Ability,Attitude Towards Science Learning and Science Achievement

• Main Authors: Shu-Chi Chang, 張書綺
• Other Authors: Meichun Lydia Wen
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/55452909705227839276

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 investigate 5th graders’ metacognitive ability, attitude towards science learning, and science achievement by using science writing heuristic in the science classroom. The study was conducted under unequal group pretest-posttest design of quasi-experiment methodogy. The participants consisted of 2 classes in the fifth grade, while one class was the experimental group (N=31) using the science writing heuristic learning strategy, and the other was the control group (N=28) using traditional learning strategy. Both of the groups learned the same units during the time of study. The main employed instruments were the questionnaire of students’ metacognitive ability (Ye, 2005), and the questionnaire of attitude towards learning science (Xie, 1999), and an achievement test designed by the authors in this article. Data analysis methods included descriptive statistics, ANCOVA, and independent-sample t-test. The findings of this study were as follow: 1. The mean post-test scores of metacognitive ability of the experimental group were higher than the pre-tests. The differences between the experimental group and the control group were statistically significant in metacognitive ability, including the four sub-scales: planning, monitoring, regulation, and evaluation. 2. The mean post-test scores of attitude towards science learning in the experimental group were higher than the pre-tests. The differences between the experimental group and the control group were statistically significant in attitude towards science learning, including the three sub-scales: the confidence, interest, and belief about science learning. 3. The differences between the experimental group and the control group were not statistically significant in science achievement scores, but the mean post-test scores of scientific achievement of the experimental group were higher than the control group.