| Summary: | 碩士 === 國立嘉義大學 === 科學教育研究所 === 98 === The purpose of this study was to explore the relationships among junior high school students’ learning attitude of science, learning disturbance of science and academic achievement of science with “Learning Attitude of Science Scale” and “Learning Disturbance of Science Scale” for data collection. There were 748 students, including second and third grades, selected from Yunlin County, Chiayi County and Chiayi City in Taiwan. The results of this research were summarized as followings:
1.Boys scored higher in the learning attitude of science than girls did, the second-grader scored higher in the learning attitude of science than the third-grader did, however, there were no significant differences in the learning attitude of science among different family structure.
2. Boys scored higher in the learning disturbance of science than girls did,however, there were no significant differences in the learning disturbance of science among different grader and different family structure.
3.Girls scored higher in the academic achievement of science than boys did, junior high school students who lived with parents scored higher in the academic achievement of science than those who lived with elders did.
4.There were significantly correlations (p<.01) not only between learning attitude of science and academic achievement of science, but also learning disturbance of science and academic achievement of science.
5.The variables of attitude to myself, attitude to school environment, attitude to peer ,family structure, factor of family’s disturbance and attitude to curriculum could explain 20.6% variance of junior high school students’ academic achievement of science.
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