| Summary: | 博士 === 國立高雄師範大學 === 工業科技教育學系 === 101 === This research primarily investigates factors which influence technology attitudes formation among high school students after they have taken courses of study in new technology. The purpose of this research is to plan and build factor structure models of technology attitudes formation among the same student group. The target group of this research is students at senior high school level; how their technology attitudes formation over time is the focal point of our research, which uses a "single-group" quasi-experimental design within the setting of a program of educational activity. Using as a research tool a scale for measuring attitudes toward technology developed by Taiwanese scholars, we investigate how attitudes toward technology, attitudes toward technology learning and attitudes toward technology careers change and develop among students. Various are used for analysis, including T test, ANOVA, Pearson Correlation, and Structural Equation Modeling. Statistical findings confirm that consistency and learnability are two particular features of the development of students’ attitudes toward technology; and the positive correlations between any pair of the three dimensions. The results of this research enable us to build factor structure models of technology attitudes formation. The factors of the factor structure models refer to the four dimensions of the Technological Method Model, namely, Problems or Opportunities, Resources, Technological Processes and Outcomes and Consequences; and the three dimensions of technology attitudes, namely attitudes toward technology, attitudes toward technology learning and attitudes toward technology careers. We conclude the following: The Absolute Fit Indices χ2 of the factor structure model of attitudes toward technology, attitudes toward technology learning, and attitudes toward technology careers demonstrate a consistent fit between this model and the empirical data. The results of this research provide a starting point for subsequent research into the evolution of technology learning and students’ attitudes to technology and moreover provide specific and structured proposals for educators responsible for planning and implementing technology learning.
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