國中九年級學生對奈米科技概念認知程度之研究—大新營地區四所國中

碩士 === 國立高雄師範大學 === 物理學系 === 102 === Abstract This study aimed to explore the ninth grade students' nanotechnology cognition. The “Knowledge of Nanotechnology questionnaire for junior nine grade students” was used for this study and it designed by investigator oneself. This paper discusses whet...

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Main Author: 陳慧中
Other Authors: 李佳任
Format: Others
Language:zh-TW
Published: 2013
Online Access:http://ndltd.ncl.edu.tw/handle/91502477531041702532
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spelling ndltd-TW-102NKNU51980242016-05-22T04:44:57Z http://ndltd.ncl.edu.tw/handle/91502477531041702532 國中九年級學生對奈米科技概念認知程度之研究—大新營地區四所國中 陳慧中 碩士 國立高雄師範大學 物理學系 102 Abstract This study aimed to explore the ninth grade students' nanotechnology cognition. The “Knowledge of Nanotechnology questionnaire for junior nine grade students” was used for this study and it designed by investigator oneself. This paper discusses whether gender, school background, nanotechnology-related courses, scientific activity and new scientific and technological knowledge sources influence students’ cognition. Ninth grade students from four public and private schools in greater Xinying District were selected as the research subjects through purpose sampling. Three classes were chosen from each school, for a total of 365 students. The internal consistency reliability Cronbach α of the questionnaires is .927. The research result indicates that the understanding of nanotechnology on the part of the ninth grade students is insufficient, with a correct answer rate of 52.6%, wrong answer rate of 18.0%, and 29.4% who answered “don’t know”. Among the three measurements of the cognition of nanotechnology, the average score of “the application of nanotechnology” is the highest, followed by “the meaning of nanotechnology” and then “nanometer phenomena in nature”. The results also show that males’ cognition of nanotechnology is superior to that of females; there is significant difference between the cognition of students from public schools and that of students from private schools; and the cognition of those that have attended relevant courses is superior to those who have not. Relevant scientific activities were mostly engaged in museums, and the score of students who participated in related activities is also higher than that of students who did not. The top three sources for students to obtain new science and technology knowledge are teachers, Internet and TV. This study offers four suggestions: (1) government agencies should formulate relevant laws and decrees to reassure consumers; (2) educational authorities should increase the design and promotion of nano-related courses and activities; (3) school practitioners should increase their own knowledge of science and technology; and (4) future researchers should pay attention to the limitations regarding the research area, subjects, method, theme and tools. Key word: nanotechnology, cognition Level, ninth Grade Students, background variations 李佳任 2013 學位論文 ; thesis 95 zh-TW
collection NDLTD
language zh-TW
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description 碩士 === 國立高雄師範大學 === 物理學系 === 102 === Abstract This study aimed to explore the ninth grade students' nanotechnology cognition. The “Knowledge of Nanotechnology questionnaire for junior nine grade students” was used for this study and it designed by investigator oneself. This paper discusses whether gender, school background, nanotechnology-related courses, scientific activity and new scientific and technological knowledge sources influence students’ cognition. Ninth grade students from four public and private schools in greater Xinying District were selected as the research subjects through purpose sampling. Three classes were chosen from each school, for a total of 365 students. The internal consistency reliability Cronbach α of the questionnaires is .927. The research result indicates that the understanding of nanotechnology on the part of the ninth grade students is insufficient, with a correct answer rate of 52.6%, wrong answer rate of 18.0%, and 29.4% who answered “don’t know”. Among the three measurements of the cognition of nanotechnology, the average score of “the application of nanotechnology” is the highest, followed by “the meaning of nanotechnology” and then “nanometer phenomena in nature”. The results also show that males’ cognition of nanotechnology is superior to that of females; there is significant difference between the cognition of students from public schools and that of students from private schools; and the cognition of those that have attended relevant courses is superior to those who have not. Relevant scientific activities were mostly engaged in museums, and the score of students who participated in related activities is also higher than that of students who did not. The top three sources for students to obtain new science and technology knowledge are teachers, Internet and TV. This study offers four suggestions: (1) government agencies should formulate relevant laws and decrees to reassure consumers; (2) educational authorities should increase the design and promotion of nano-related courses and activities; (3) school practitioners should increase their own knowledge of science and technology; and (4) future researchers should pay attention to the limitations regarding the research area, subjects, method, theme and tools. Key word: nanotechnology, cognition Level, ninth Grade Students, background variations
author2 李佳任
author_facet 李佳任
陳慧中
author 陳慧中
spellingShingle 陳慧中
國中九年級學生對奈米科技概念認知程度之研究—大新營地區四所國中
author_sort 陳慧中
title 國中九年級學生對奈米科技概念認知程度之研究—大新營地區四所國中
title_short 國中九年級學生對奈米科技概念認知程度之研究—大新營地區四所國中
title_full 國中九年級學生對奈米科技概念認知程度之研究—大新營地區四所國中
title_fullStr 國中九年級學生對奈米科技概念認知程度之研究—大新營地區四所國中
title_full_unstemmed 國中九年級學生對奈米科技概念認知程度之研究—大新營地區四所國中
title_sort 國中九年級學生對奈米科技概念認知程度之研究—大新營地區四所國中
publishDate 2013
url http://ndltd.ncl.edu.tw/handle/91502477531041702532
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