| Summary: | 碩士 === 國立彰化師範大學 === 科學教育研究所 === 106 === In this study, the history of science was introduced into the teaching of Genetics, to investigate the learning outcomes of Malaysia’s senior high school students' understanding of nature of science and academic achievement in genetics by applying the explicit or the implicit Nature of Science teaching approach. The study involved 105 learners in two classes. One of the classes with 54 learners was the experimental group, and the other class with 51 learners was the control groups. The experimental group learners received an explicit teaching approach, wheareas the control group learners received an implicit approach. In this study, the Genetic Concept Test and the Understanding of the Nature of Science Scale (UNOS) were used to collect quantitative data of pre-test and post-test. In addition, the worksheets for each lesson were collected as qualitative data after completing the teaching activities. The qualitative data were coded and analyzed to extract the content that can interpret quantitative data. For the quantitative data they were analyzed by using paired sample t-test and one-way covariance analaysis. The results of the study showed that there was no statistically difference in genetic concepts achievements between the experimental group and control group. However, both groups of learners were significantly progress in genetic concepts after two difference teaching strategies, the average number of experimental group and control group were 15.93 (t=9.80；p＜ .01) and 16.38 (t=11.94；p＜ .01) respectively. Besides, the study showed that experimental interventions lead to intermediate achievement learners’ post-tests (adjusted post-tests average is 15.52) of genetic concepts slightly declined compared with the control group (adjusted post-test average is 16.71), and it is statistically significant. On the other hand, the UNOS concepts of experimental group’s learners was significantly better than the control group, the paired sample t test of experimental group is (t=12.62, p＜ .01), but for the control group is (t=1.56, p＞ .05); the pre-test and post-test α values were 0.77 and 0.89 respectively. In addition, the study found that the experimental group's Nature of Scientific Enterprise (NSE) had made the most obvious progress, the adjusted post-test average is 3.31（F=72.24，p＜ .01 and η2=0.415）, moreover the Nature of Scientific Methods (NSM) adjusted average is 3.18（F=26.15，p＜ .01 and η2=0.204）and the Nature of Scientific Knowledge (NSK) adjusted average is 3.23（F=28.25，p＜ .01 and η2=0.217）. According to the research, it was found that experimental group performed significantly better than the control group in UNOS. But for the genetic achievement there was no statistical difference between two groups. Further analysis showed that the control group’s intermediate achievement learners’genetic concepts significantly declined after applying the explicit Nature of Science teaching approach.
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