| Summary: | 碩士 === 國立高雄師範大學 === 工業科技教育學系 === 106 === In recent years, Taiwan has repeatedly participated in international achievement tests; however, its performance in science can be characterized as one of “high achievement, low interest”. Students were seen to love natural sciences in natural and life sciences education but were just not able to perform very well in these fields. In the General Curriculum Guidelines of 12-year Compulsory Education emphasized that student learning should center around different life scenarios, in order to be better equipped to solve the various problems that may arise in life. This study hopes that by instituting changes in teaching strategies, it can promote the interest of students and enhance learning outcomes. This study was conducted on 159 students in six classes in the sixth grade in a certain school in Kaohsiung City. Teaching experiments were carried out by “electromagnetic effect,” using situational teaching strategies. The teaching activities began from life situations that students are familiar with. Learning is conducted through hands-on operations, observations, discussions, and other processes. Researchers used self-edited pre and post achievement tests, scientific attitude surveys and feedback forms to collect research data and to analyze the learning outcomes and the influence of scientific attitude on the performance of these students after the implementation of the learning strategy. The results of the study are as follows:
1.In terms of conceptual learning, there are visible differences in terms of gender, participation in science camps, the types of books read among the primary school students.
2.In terms of scientific attitude, the attitude of primary school girls, those who have participated in science camps and love to read books on natural sciences are more positive and aggressive.
3.The introduction of situational teaching methods help primary school students to improve their performance in conceptual learning and there were no visible incidences of forgetting these learnings.
4.The introduction of situational teaching strategies enable students to become more involved in the curriculum and more able to make a connection between life and the knowledge that they have gained.
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