| Summary: | 碩士 === 臺北市立教育大學 === 科學教育碩士學位學程 === 96 === The proposes of this study were to investigate (1) the effects of reading science books toward fifth graders’ critical thinking ability, critical thinking dispositions and problem solving ability; (2) the effects of reading the different kinds of science books toward fifth graders’ critical thinking ability, critical thinking dispositions and problem solving ability; (3) the correlation of critical thinking ability, critical thinking dispositions and problem solving ability after reading science books; (4) the difference of work sheet scores between reading the bioscience books and the physical science books; (5) the students’ opinions after reading science books.
The research design was a quasi-experiment. There were four fifth classes in Taipei city participating the research. Two classes were assigned randomly to experimental groups (E1, E2) and the others were assigned to control groups (C1, C2). E1 students read some bioscience books and E2 students read some physical science books. C1 and C2 groups read any book kept in library. Before the treatment, E1 and C1 students were administered the pretests of the Test of Critical Thinking Ability (TCTA), the Test of Critical Thinking Disposition (TCTD) and the Test of Problem Solving Ability (TPSA). The duration of treatment last ten weeks, E1, E2 students wrote work sheets after reading. All the students were administered the posttests included TCTA, TCTD and TPSA. Data analysis included the descriptive statistics, two-way ANOVA, Pearson Correlation and t test. Teacher’s teaching record book, classroom observations memo, students’ reading work sheets and students’ reading feedback were provided for qualitative information.
The results of the study were listed as follows: (1) Although Students in the experimental group got higher score than those in the control group in the TCTA and TCTD. There were no significant differences on the TCTA and TCTD between experimental group and control group. However, there was a significant difference on the TPSA (p<.05) between experimental group and control group. (2) Although E1 students got higher score than E2 students in the TCTA, TCTD and TPSA. There were no significant differences on the TCTA , TCTD and TPSA between E1 and E2 students. (3) There were significant differences on the critical thinking score (p<.01) and the problem solving score (p<.01) in the students’ work sheet score between E1 and E2 students. (4) There was a significant difference on the problem solving score (p<.05) in the E1 students’ work sheet score between pre-five reports and post-five reports, however there was no significant difference on the critical thinking score in the E1 students’ work sheet score between pre-five reports and post-five reports. There were significant differences on the critical thinking score (p<.001) and the problem solving score (p<.05) in the E2 students’ work sheet score between pre-five reports and post-five reports. (5) There was a significant correlation (p<.01) between critical thinking ability and problem solving ability. (6) The students obtained a great deal benefits from reading science books and had positive attitude of will and affinity for reading science books. And they felt the physical science books were more difficult than the bioscience books.
The researcher concluded that reading science books showed a significant effect on students’ performance in TPSA and students’ problem solving work sheet scores. In order to improve students’ critical thinking ability, to read physical science books was more helpful than to read the bioscience books. From students’ reading work sheets and students’ reading feedback, students felt it was more difficult to do the critical thinking task than to do the problem solving task. No matter what kind of science books students read, students thought that there were greatly advanced in language and literature, reading ability and race, school science grades and observation ability. Besides reading science books also could help students to solve daily problems.
The suggestions of the study were listed as follows: (1) Teachers should encourage students to read science books and buy more, newer and more interesting science books. (2) Teachers should design befitting teaching materials according to the distinction of science books. (3) Integrate Mandarin Daily News into science reading activities. (4) In future study, the time for science reading may be lengthened, the amount of science books for reading may be boosted, and the science reading activities may be designed diversely.
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