| Summary: | 碩士 === 國立彰化師範大學 === 生物學系 === 100 === This study is aimed to investigate the effect of anchored-writing activities embedded in the science writing context, by experiment presentations or multimedia presentations and to understand the anchored-writing activities effect on student’s attitudes toward science, learning motivation, science writing interest, and achievement. A quasi-experimental design was conducted with junior high school students of 7th grade in south Taiwan. Fifty-five students were assigned into the experimental group and received the integration of experiment presentations into anchored-writing activities while the other 54 students assigned into the control group, and the received anchored-writing activities with multimedia presentations instruction. When they received different teaching methods, we explored the attitudes toward science, learning motivation, science writing interest, and achievement of students. “The Test of transport in plants Learning Achievement ", “Attitude Toward Science Scale ", “The Science Learning Motivation Questionnaire Survey ", and " The Science Writing Interest Questionnaire " were adopted as tools of analysis. Student’s learning achievement was measured by pre-test, and post-test. The data were analyzed by using t test for dependent means, one-way ANCOVA, and t test for a single sample. The results showed that there was significant difference (p<.05) on learning achievement in the experimental group and the control group. There was also significant difference (p<.05) on learning achievement between the experimental group and the control group. There was no significant difference on attitudes toward science, learning motivation, science writing interest between the experimental group and the control group.
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