| Summary: | 碩士 === 臺北市立教育大學 === 自然科學系碩士班 === 99 === The purposes of the study were to investigate the impact of Science Teaching Activities Integrated Science Game (STAISG) towards the inclination of learning motivation and students’ learning attitude toward these activities. This was a quasi-experiment design. The participants were two homogeneous classes of fourth graders in New Taipei City. The researcher assigned one class as Experiment Group (EG) and the other class as Comparative Group (CG) randomly. The EG group accepted the STAISG teaching, and the CG group accepted general teaching. The STAISG was designed based on the curriculum with game. The research lasted ten weeks and taught once per week.
The research instrument “The Test of Inclination of Learning Motivation Toward Science (TILMS) was designed by Hsu(2008). A week prior instruction, the students of EG and CG were given pretest. Posttest was administered a week after instruction. After each teaching unit, students filled out a learning feedback sheet.
After data collection, descriptive statistics was progressed in order to analyze the distribution of students score. Then, ANCOVA analysis was used to explore the difference of TILMS between EG and CG. Finally, qualitative data, such as learning feedback sheet, interview and journal log, were adopted to understand students’ attitudes toward STAISG.
The finding of this study showed that there was no significant difference between the EG and CG in the scores of TILMS. However, the overall TILMS scores and scores of four factors of the EG were higher than those of the CG. The difference of the score of “Relevance” in two groups was the largest.
The findings from feedback sheet, interview and teachers’ journal log, most EG students enjoyed STAISG very much and felt learning much more interesting and fun. According to teacher’s reflection, the researcher suggests that STAISG is worthy to encourage for teachers.
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