| Summary: | 碩士 === 國立高雄師範大學 === 科學教育研究所 === 96 === The purpose of this study is to explore the mental states of senior high school students learning Physics in different environments, ordinary school and cram school. We adapted“Mental State of Science Learning Environment Questionnaire, MSLEQ” (Chin & Liu, 2006) into“Mental State of High School Physics Learning Environment Questionnaire, MSPLEQ”, which is further modified into two versions, respectively for students learning in high school and in cram school. 93 sophomores in the natural science group are chosen from 3 municipal high schools.
The result shows no significant difference between students from different schools. In the questionnaire item, practical status –I think it is fun doing experiments hands-on, students without learning in cram school show significantly higher scores. Besides, no significant difference is observed between the practical status and the ideal status in questionnaire item, Emotion dimensions. In comparing the environmental learning mental state in students in cram school with those in high school, students learning in cram school obtain significantly higher average scores. Among the 35 items in this questionnaire, 8 items are significantly different between students learning in high school and in cram school.
This study also proposes suggestions for future instruction and research. Teachers in school should put more emphasis on the experiment curriculum, and adjust teaching methods from time to time in order to promote the environmental mental states, and to enhance the learning achievement in students.
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