| Summary: | 碩士 === 朝陽科技大學 === 應用化學系 === 103 === This research aims to understand the learning result, learning remaining result and the attitude towards to science learning of Nanotechnology concept in different science grade, different course satisfaction and different gender groups after using ‘‘5E Learning Cycle’’ and ‘‘Ausubel Expository Teaching theory’’ teaching strategies. Nanotechnology concept tests, learning lists, scientific attitude scale and interviews were used in this study.scientific attitude scale.
Quasi-experimental research method was used in this study. The target group was the third grade students in two classes in an elementary school in Taoyuan. There were fifty two students in total. ‘‘5E Learning Cycle’’ and ‘‘Ausubel Expository Teaching theory’’ teaching strategies were used in class. Two-way ANOVA were used to analyze the data. The research results can be summarized as follow:
1.There is no significant difference between two different teaching strategies in Nanotechnology concept learning result. In ‘‘5E Learning Cycle’’ group, students who had higher grades had better learning results. There is no significant difference in ‘‘Ausubel Expository Teaching theory’’ group.
2. There is no significant difference between two teaching strategies towards to Nanotechnology concept learning remaining result. In ‘‘5E Learning Cycle’’ group, students who had higher grades had better learning remaining results. There is no significant difference in ‘‘Ausubel Expository Teaching theory’’ group.
3. The improvement of students’ scientific attitude in ‘‘5E Learning Cycle’’ group were significantly better than students in ‘‘Ausubel Expository Teaching theory’’ group. Students’ grades did not have significant effect on their scientific attitude improvement.
4. Course satisfaction had significant effect on Nanotechnology concept learning result in ‘‘Ausubel Expository Teaching theory’’ group. However, course satisfaction did not have significant effect on nanotechnology concept learning result in ‘‘5E Learning Cycle’’ group.
5. For students who received different teaching strategies, course satisfaction did not have significant effect on Nanotechnology concept learning remaining result.
6.For students who received different teaching strategies, gender did not have significant effect on Nanotechnology concept learning result, learning remaining result and scientific attitude.
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