| Summary: | 碩士 === 國立臺中教育大學 === 科學應用與推廣學系科學教育碩士班 === 98 === This study aims to investigate the situation and differences of reading, selection, and perspective in children’s books on science (called CBS) among teachers, students and their parents.
In terms of this, the three kinds of CBS questionnaires were adapted. The subjects are from the elementary school teachers, the 4th-6th graders, and their parents around Nantou. This study received 1183 valid questionnaires and had the statistical analysis for the data.
The findings of this study are:
(1) 61.9% of the parents indicate children are active to read CBS and 72.8% of the elementary school students are fond of reading CBS. Teachers, students, and their parents suggest the selection of reading materials is made mainly by students themselves. As to the source, they are mainly purchased.
(2) Children prefer CBS in which abundant and accurate knowledge of science and interesting contents are contained. Children are fond of the reading materials with pictures.
(3) Parents and teachers suggest children have a preference of CBS which were edited with abundant proper knowledge of science and content satisfying children’s curiosity and arousing their imagination. Parents and teachers prefer the reading materials in the form of pictures or images and expect the scientific concepts can be presented by comprehensible wordings, pictures of objects, and humorous styles. Besides, teachers are willing to recommend and promote the reading materials on science except textbooks and reference books.
(4) There is a significant difference among the formats and types of children’s books which teachers, students, and their parents appreciate and the viewpoints they hold. In terms of the ranking of significance, however, there is no obvious significant difference. All of three kinds of subjects hold a positive attitude toward CBS.
According to the results, this study provides practical suggestions for promoting learners to read CBS to parents, teachers in elementary school, publishing enterprises, and institutes of educational research for reference.
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