A Study on Science Attitude and Relating Factors of Vocational Industrial High School Students in Taiwan R.O.C

• Main Author: 邱茂城
• Other Authors: 田振榮
• Format: Others
• Language: zh-TW
• Published: 1997
• Online Access: http://ndltd.ncl.edu.tw/handle/82911688739150350413

碩士 === 國立臺灣師範大學 === 工業教育研究所 === 85 === Cultivating right and positive science attitudes will be helpful for the development of the students'''' personality, and also will contribute a great deal to promote the science education and science literacy. The purpose of this study was to understand the science attitudes and its relating factors of the vocational industrial high school students in Taiwan. First beginning with the literature review to develop the study questionnaire , by consulting the experts, revising the questionnaire, conducting pilot test, then to conduct the survey and to analyze the data. Subjects were 1699 students in 20 schools, data was analyzed by one-sample t test, one-way ANOVA, two-way ANOVA, multiple stepwise regression analysis. After data analysis, the results can be shown as following: 1. Totally speaking, students have the positive science attitudes. 2. In terms of personal factors, science attitudes of students who are different in gender, grades, and religions are not significantly different. 3. 1n terms of family factors, science attitudes of students who are different in Social-Economic Status (SES) and the style of family education are significantly different. 4. In terms of school factors, science attitudes of students who are different in public/private schools, clusters of course, facilities of school, teachers'''' teaching style, peer group affecting are significantly different. 5. There are interactions between gender and religion, grade and religion, public/private schools and religion, public/private schools and clusters of course, public/private schools and school location, teachers'''' teaching style and school location, teachers'''' teaching style and social-economic status, peer group affecting and grade, peer group affecting and social-economic status, gender and styles of family education. 6. The important factors that affect the science attitudes of the students are peer group affecting, public/private schools, style of family education, clusters of course, gender, social-economic status and facilities of school.