實驗室教學與講述式教學對國中學生的科學創造力與科學興趣影響差異之研究

• Main Author: 陳昶翰
• Other Authors: 邱鴻麟
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/41412237246159277853

碩士 === 國立高雄師範大學 === 物理學系 === 102 === The purpose of this study was to investigate the impacts of the laboratory teaching and conventional teaching on promoting junior high school students' scientific creativity and scientific interest. There are 25 eighth-graders in the experimental group class for laboratory teaching and 29 eighth-graders in the controlled group class for conventional teaching. All of the students impose 12 weeks of teaching time. The scientific interest questionnaire and the scientific creativity questionnaire were administered to the students before and after the teaching for quantitative analysis. The interview of the students of the experimental group was conducted after teaching for the qualitative analysis. The main findings of this study were as following: 1.The laboratory teaching was better for increasing students’ scientific creativity than the conventional teaching. Due to the fact that students could improve their scientific spirit, meta-cognitive skills, scientific problem solving and scientific research skills by doing experiments, thus increasing the scientific creativity. 2.The laboratory teaching was better for increasing students’ interest in science than the conventional teaching. The reason was that students could increase confidence in science learning by solving experimental problems and this would enhance interest of the students in science. The positive enhancing with this repetitive learning made the interest on scientific inquiry sustain. 3.The low positive correlation between interest of science and scientific creativity meaning the increasing interest in science is not necessarily helpful for the increasing of scientific creativity.