High School Students’ Awareness of Teachers’ Influence on Interest Toward Learning Biological Sciences, Fundamental Knowledge of Science, and Ability of Scientific Research.

• Main Authors: Lin Ying-Hsin, 林穎欣
• Other Authors: Shu-Yeng Wong
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/81280612267246606934

碩士 === 大葉大學 === 教育專業發展研究所碩士在職專班 === 97 === This study primarily focuses on the current situation of high school students’ awareness of teachers’ influence on their interests toward learning biological sciences, fundamental knowledge of science, and ability of scientific research; secondly, it dis-cusses the relationship between their awareness of teachers’ research on teaching be-havior, interests toward learning biological sciences, fundamental knowledge of science, and ability of scientific research; it also discusses the structural relationship between their awareness of teachers’ research on teaching behavior, interests toward learning biological sciences, fundamental knowledge of science, and ability of scientific re-search. The study utilizes stratified cluster sampling toward high school freshmen throughout the country, picking 336 students as subjects. They’re tested by individual evaluations of ability in scientific research, fundamental knowledge of science, interests toward learning science, and research of teaching behavior by teachers of awareness. Their results are then analyzed by SPSS12.0 software using descriptive statistical analy-sis, t test, one-way ANOVA, and the Pearson product-moment correlation; results are also analyzed using the appropriateness of distribution of the entire structural model and tested on the linear structural relationship between potential variables and observed the data using AMOS5.0 software. The result of this study discovers that, when concerning “interests toward biologi-cal sciences” and “ability of scientific research”, there was no difference between gen-ders. However, larger differences were observed in the “explanation” of the “research of teaching behavior by teachers of awareness”. Each variable appears to have an obvious difference between schools of North, Central, and South Taiwan. Conclusively, students’ interests for learning are more likely influenced by awareness of students; it is only with the support of interests in learning are the students more likely to improve in the fun-damental knowledge of science and ability of scientific research.