The Impact of Hands-on Experiments on Different Genders, Grade Levels, and Ethnic Groups of Rural Elementary School Students’ Science Achievement And Attitudes Toward Science
碩士 === 國立清華大學 === 數理教育研究所 === 106 === The purpose of this study is to explore the differences of the impact of hands-on experiments on different genders, grade levels, and ethnic groups of rural elementary school students’ science achievement and attitudes toward science. The own teaching materials...
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| Format: | Others |
| Language: | zh-TW |
| Published: |
2017
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| Online Access: | http://ndltd.ncl.edu.tw/handle/6k6x37 |
| Summary: | 碩士 === 國立清華大學 === 數理教育研究所 === 106 === The purpose of this study is to explore the differences of the impact of hands-on experiments on different genders, grade levels, and ethnic groups of rural elementary school students’ science achievement and attitudes toward science.
The own teaching materials in this study consist of two units: “exploring the secret of bubbles” and “banana ice cream”. The research design is a one-group pretest and posttest, with 205 3rd-grade to 6th-grade students from nine rural elementary schools in Taoyuan City , including 98 male students and 107 female students. The research instruments include: the science achievement test and the attitude scale toward science. The data analysis method is One-way ANCOVA.
Important findings in this study are as follows:
1.The hands-on experiments produce no significant difference between the science achievement of middle-grade and high-grade students from the rural elementary schools .
2.The impact of hands-on experiments on middle-grade students’ attitudes toward science is significantly superior to that of high-grade students from the rural elementary schools.
3.The hands-on experiments produce no significant difference between the science achievement of male and female students from the rural elementary schools.
4.The hands-on experiments produce no significant difference between the attitudes toward science of male and female students from the rural elementary schools.
5.The hands-on experiments produce no significant difference between the science achievement of aboriginal and non- aboriginal students from the rural elementary schools.
6.The hands-on experiments produce no significant difference between the attitudes toward science of aboriginal and non- aboriginal students from the rural elementary schools.
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