| Summary: | 碩士 === 國立新竹教育大學 === 數理教育研究所 === 101 === This research aims at the impact of socioscientific issues integrated with science teaching on junior high students’ attitude to learning about science.
This study adopts nonequivalent pretest-posttest control group design (of Quasi-Experimental Design). The subjects are the junior high school students in Hsinchu City. They comes from two classes, with 26 (14 boys & 12 girls) in the experimental group and 26 (15 boys & 11 girls) in the control group. The experimental group receives three units of socioscientific issues integration teaching, while the control one accepts the traditional teaching. “Questionnaire on Different Learning Styles” and “Questionnaire on Attitudes to Learning Science” are the tools used in this thesis. As for the data analysis, Descriptive Statistics, T-test, Two-way ANOVA and Two-way ANCOVA are adopted.
The main results of this study are as followed:
1.The students receiving socioscientific issues integration teaching perform significantly better in learning attitudes, motivation along with learning strategies than they used to.
2.The students receiving socioscientific issues integration teaching possess better attitudes (to the subject Science, the course and the teacher) than the control group, and have better motivation and learning strategies.
3.In students’ attitudes to the course as well as the teacher and their various strategies, different pedogogies do not at all correlate with distinctive genders, learning styles and academic scores, and no significant correlation in their attitudes to learning science and their motivation is found.
4.Pedagogy is highly correlative with academic performance in terms of students’ attitude and motivation to learning science. Lower achievers do better after they receive socioscientific issues integration teaching. The traditional teaching differentiates them from the average and high achievers.
5.Genders make no difference in learning the subject, the course, the motivation and learning strategies, except for the fact that girl students are more friendly to the teacher.
6.Learning styles have little to do with attitudes to learning the subject, the course as well as to the teacher, and with strategies. But sequential-type students are superior in motivation to the analytical, interpersonal and imaginative types.
7.Students’ learning strategies are not closely related to their scores. High achievers’ attitudes are remarkably better than low achievers’. And learners of both high and middle levels are more open to the teacher.
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