| Summary: | 碩士 === 國立臺灣師範大學 === 科學教育研究所在職進修碩士班 === 93 === The purpose of this study is to develop a set of teaching methods or teaching activities in genetics learning. After evaluation and discussing, we decide to start from peas planting. We let students redo the scientists’ important experiments and try to let them build correct scientific attitudes, have the abilities to find and solve problems, and adjust their attitude toward the experiments. The study sample is a 7 grade class （Class A）in one junior high school where I work in Taipei County. In the process of planting, we improve and adjust constantly, and we evaluate that if we have the possibilities to use computers to imitate experiments. After adjusting, we let Class B and Class A use the computers to imitate experiments at the same time. In addition, we let another class（Class C）to be the comparative group to study how do the students use computers to imitate experiments? And the Class C is we make a random sampling in the same school. We also analyze the teacher’s reflection when imitating teaching Mendel’s experiments.
The study tools are Scientific Attitude List, Peas Planting Attitude List, Genetics Learning Achievement Test, Students’ Computer Learning Attitude List, Planting Activities Worksheet and Computer Imitating Experiments Worksheet. We analyze the materials in both quantity and quality way to understand teaching effect. The found of this study as following:
1.Through the planting activities, students can develop the abilities of observation, problem finding, and solving；learn to respect lives in the world.
2.Planting activities don’t affect students’ attitudes toward science.
3.Using computers to imitate experiments can improve students’ observation, recording and generalizing abilities.
4.Using computers to imitate experiments can promote students’ attitudes toward science.
5.Using computers to imitate experiments can promote students’ achievements in learning Genetics.
Actual planting and computer imitating planting can reciprocate each other, so
these two activities can match to use. First we let students familiar with the process of peas growing and understand their traits? Then, we use computers to imitate and help students to focus on the inference and generalization of genetic rulers. We expect that this little result can be a reference to the latter researcher and also to ourselves and other teachers who can use in their teaching.
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