| Summary: | 碩士 === 國立臺南大學 === 材料科學系碩士班 === 96 === The purpose of this study was to explore wether the independent reading could promote students’ “scientific attitudes” and their interests in science reading. The objects were fourth-grade students in 2 classes. The method of this research was quasi-experimental one. One class was randomly assigned to read a narrative kind of science picture books, and the other class was assigned to read a simple expository kind of science picture books. Data was collected through the use of “Instrument for Measuring Elementary Students’ Scientific Attitudes” produced by Chen Ying-Hao et al.(1990) and “Reading Sheet” designed by the researcher.
The findings of this study are as follows:
1. The independent reading could promote scientific attitudes of students. Regardless of reading a narrative kind of science picture books or reading a simple expository kind of science picture books, scientific attitudes of students could be enhanced by independent reading. Compared with these two groups, reading a simple expository kind of science picture books could sharply increase “objectivity” on scientific attitudes scale.
2. Students enjoy reading science picture books. Pictures in science picture books appealed to children. Apparently, both groups were interested in reading science picture books, and had interests in the pictures in science picture books.
3. In their reading process, students could feel “scientific cognition”, “scientific affection” and “scientific behavior”. Apparently, the two groups of students could feel both “scientific cognition”, “scientific affection” and “scientific behavior” in the independent reading process, and also increase the scale of the three dimensions on scientific attitudes after reading.
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