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題名 | 影響臺北市國小自然與生活科技領域教師資訊融入教學頻率暨相關因素之探討=The Study of Teaching Status and Influential Factors on Information Technology Integrated into Science Teaching in the Elementary Schools in Taipei |
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作者 | 賴阿福; 林皎汝; 江信瑩; | 書刊名 | 科學教育研究與發展季刊 |
卷期 | 2005專刊 民94.12 |
頁次 | 頁154-184 |
分類號 | 523.36 |
關鍵詞 | 資訊融入教學; 資訊融入教學頻率; 自然與生活科技領域; Information technology integrated into instruction; Degree of information technology integrated into instruction; Science teaching; |
語文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討台北市國民小學自然與生活科技領域教師資訊融入教學之現況及其影響之因素。研究對象之母群體為台北市國民小學現任之自然與生活科技領域教師,採分層隨機抽樣的方式進行抽樣,問卷發放312份,回收問卷283份,回收率為91.88%,有效問卷260份,可用率為84.24%。回收之資料以描述性統計分析、t-test、One-way ANOVA、相關分析、多元逐步複迴歸分析、典型相關分析等統計方法進行統計分析。 本研究之重要發現如下: 一、 台北市國小自然與生活科技領域教師資訊融入教學頻率會因性別、最高學歷、學歷背景、教師資訊素養、是否為資訊重點學校、教學場所是否具備群組電腦、學校規模之不同而有顯著差異。 二、 台北市國小自然與生活科技領域教師資訊融入教學頻率介於 「偶而使用」與「不常使用」之間。最常使用的資訊融入教學方式是搜尋自然與生活科技領域相關之數位化教學資源;最少使用的是參與網路社群,進行教學資源分享。 三、 「軟硬體設備與教學資源」、「使用意願與創新接受度」、「學校行政支援與同儕互動」、「教學及準備時間」、「教學成效之信念」、「學生資訊素養與設備」、「性別」、「最高學歷」、「是否設置群組電腦」、「學歷背景」、「教師資訊素養」、「是否為資訊重點學校」等變項,與國小自然與生活科技領域教師資訊融入教學頻率達顯著相關。 |
英文摘要 | The main purpose of the study is to investigate the teaching status and influential factors of IT integrated into science teaching in the elementary schools by means of inventory methodology. The subjects of the research are the Science teachers in the elementary school in Taipei. A stratified random selection procedure was adopted in the sampling method of the research. The sample size was 312 and the valid respondent was 260. The valid response rate was 84.24%. There are many statistic approaches used in this study such as descriptive statistics, t-test , one-way ANOVA, correlation analysis, stepwise multiple regression, and canonical correlation in order to analyze the data. According to the research result, the findings are as follow: 1. The frequency of the information technology integrated into teaching shows significant difference on the factors as “gender”, “educational background”, “academic degree”, “computer literacy”, “the informative seed school or not”, “having the computers for group-learning in the science lab or not”, and “the scale of the school”. 2. The frequency of science teachers who integrated information technology into instruction is between “sometimes” and “seldom”. The most popular approach is searching for the digital materials for science teaching. The less popular method is participating the web-based professional community. 3. There are twelve factors shown positive correlation with the frequency of IT integrated with instruction such as “the teaching resources”,”willing and acceptance degree about IT integrated instruction”, “ the administrative support at school and the interaction of colleague”, “teaching and instruction-preparing time”, “teacher’s belief about the integrating IT into teaching”, “gender”, “educational background”, “academic degree”, “computer literacy”, and “the informative seed school or not”. According to the results and findings from the research, twenty suggestions are given to the science teachers, schools, the educational administrative and future researchers. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。