| Summary: | 碩士 === 國立新竹教育大學 === 教育與學習科技學系 === 103 === This study was designed to investigate the differentiation after junior high school students accept two types of teaching strategies in the “Hands-on experiments and teacher demonstration experiments of the teaching program about Nano-magnetic Particles and the Gecko Effect. The focus of analysis is on the differentiation of learning achievement and learning attitude and the teaching situation and student learning situation of the two parties.
This study adopted a quasi-experimental design. The objects are 140 ninth-grade students. Before processing the teaching activities of Nano DIY experiment, students are given by the concept of pre-nm cognitive test and then randomly allocated into two groups. First group is divided into 2 small groups who use the “Hands-on-experiment” as teaching strategies; the other group divided into two small groups, is the comparison / control groups which use "teacher demonstration experiments" as teaching strategies. Teaching period is two weeks, and students have four classes a week. After completing the courses, a final test will be given to all the students. Research tools are “Questionnaire of Nano-Tech concept", "Attitude Measurement Checklist for Learning Science", “Observes Record table" and "Interview Checklist". The Study Analysis will use both quantitative and qualitative Data as Research Data.
The results of this study are as the following: After two groups of students received different teaching strategies by using "hands-on experiments teaching" and "teacher demonstration experiments teaching", both of two experimental groups had significant improvements in test scores and scientific knowledge. For Student’s Learning Attitude, both two groups of students all have great increase for the interest level of NM-technology. However, for the higher confidence in NM knowledge, neither of groups have obvious improvement. Teachers approve the results of teaching strategies about hands-on experiment in teaching courses in nanotechnology; Students also agree with the teaching strategies “hands-on experiments," and hope they can be widely used in science courses.
Finally, the study suggests that teachers should expand the objects of study and plan to study longer hours to make time to study more sufficient in order to observe the changes in learning attitudes.
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