| Summary: | 碩士 === 國立花蓮教育大學 === 科學教育研究所 === 96 === This study aimed to integrate information technology and metacognitive strategy into scientific writing in science teaching. The researcher planned and implemented the science teaching of the action research to help students cultivate scientific writing ability and metacognitive ability . Through five months of action research, the author collected data through classroom observation, video, interviews, students’ worksheets, self-evaluation questionnaires of meta-cognition and attitudes towards science.
Thus, there were three important findings in this study described as follows:
1. Scientific Writing by guided writing course could enhance students’ comprehension of science knowledge and to improve students’ scientific writing ability.
2. There was no significant difference in students’ meta-cognitive behaviors. The learning outcomes of students with high linguistic abilities had made better progresses in self-planning, self-control and self-evaluation, while the improvement in self-amendment was not obvious. The learning outcomes of students with lower linguistic abilities had made progresses more in self-control, and very few students showed improvement in self-planning, self-control, self-evaluation, and self-amendment.
3. There are four teaching strategies to promote students’ attitudes to science: (a) showing concern. (b) encouragement . (c) guidance from experts. (d) immediate feedback.
Finally, conclusions were drawn from the findings, implications and suggestions for future research were discussed according to the findings.
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