| Summary: | 碩士 === 臺北市立教育大學 === 科學教育研究所 === 95 === The purpose of this study was to investigate the influence on the elementary school students learning effectiveness when teachers inducting Science and Mathematics Integration Teaching to Science and Living Technology teaching activities in sixth grade of elementary school. The goals of the research were (1) To investigate the influence of the concept learning in Science and Living Technology in sixth grade of elementary school with science and mathematics integration teaching; (2) To investigate the influence of the scientific learning attitudes in science and living technology in sixth grade of elementary school with science and mathematics integration teaching; (3) To investigate the difference of different gender in the concept learning in science and living technology in sixth grade of elementary school.
The research adapted a quasi-experimental design. The samples were from the sixth grade elementary students in Taipei City which included 1 class in the experimental group and 1 class in the control group. The total interviewers of this research were 64. Another experimental group undertook four weeks activities of “Science and Mathematics Integration Teaching”. The curriculum was “The Simple Machines”. The control group undertook normal teaching activities. A “the test of Concept Learning of Science and Living Technology ”was taken for students before and after the treatment. The statistical analysis of research adopted ANCOVA (Analysis of Covariance), the covariate variable was the pretest scores, the independent variable was the posttest scores, and to investigate the influence of the concept learning in Science and Living Technology in sixth grade of elementary school with science and mathematics integration was teaching.
The results were as follows: (1) The result of the “Simple Machines” achievement test was that the students of the experimental group received higher score than the students of the control group with significant differences. (2) The learning attitudes of the experimental group were better than those of the control group with significant differences. (3) The learning attitudes of the boys and the girls of the control group had significant differences. It meant that there was a significant relationship between learning attitudes and gender. The learning attitudes of girls were better than boys with significant differences.
The following suggestions were offered for the teachers in Science and Living Technology: (1) The curriculum of Science and Living Technology should take the spirit of “Science and Mathematics Integration” into the teaching activities. (2) The teachers in Science and Living Technology should offer students the opportunities of thinking, and there by acting as the Counselors who guide students to think positively and learn initiatively. (3) the implementation of integrated curriculum into the classroom relied on teachers' collaboration as well as parents' accommodation and students' attitude toward learning. Using science subjects as a core in curriculum integration provides a broad and important role for science teaching and a better context for learning science.
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