查詢結果分析
相關文獻
- 影響中小學學生科學學習成就的因素之比較研究
- 以結構方程模式檢驗影響國小學生對科學的態度之理論模式
- 實驗室氣氛與學生對科學的態度之關係研究
- 對科學的態度--一個有待研究的問題
- Exposure: Giving Students Their Wings--A Revised Approach to Secondary School English
- Analysis of Two-Level Structural Equation Models via EM Type Algorithms
- 中美視訊會議學習環境中互動性距離、滿意與學習結果之關係
- 應用修改後健康信念模式探討青少年無照騎車行為之影響因素
- Designing Internet-based EFL Learning and Reconstructing Teacher-Student Interaction: A Case Study from the Course "Learning English through the Internet"
- WWW上智慧型合作學習環境之研究:一個全球氣候歸納探索學習環境
頁籤選單縮合
題 名 | 以結構方程模式檢驗影響國小學生對科學的態度之理論模式=The Factors Affecting a Theoretical Model of Elementary School Students' Attitude toward Science, as Analyzed by the SEM Method |
---|---|
作 者 | 吳坤璋; 黃台珠; 吳裕益; | 書刊名 | 師大學報. 科學教育類 |
卷 期 | 51:1/2 民95.10 |
頁 次 | 頁83-106 |
分類號 | 521.2 |
關鍵詞 | 理論模式; 結構方程模式; 對科學的態度; 學習環境; Theoretical model; Structural equation modeling; SEM; Attitude toward science; Learning environment; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究綜合以往文獻建構一個影響國小學生對科學態度的理論模式,並探討理論模式內潛在變項間的相互影響。研究工具包括師生互動問卷、學生對教師學科教學知識問卷、學習環境量表、科學學習動機量表和科學相關態度問卷等。本研究以分層隨機叢集抽樣的方式,自高雄縣市抽取14所國小共421名學生進行問卷調查,以結構方程模式檢驗理論模式和觀察資料的適配度,研究結果顯示:國小學生對科學的態度理論模式和觀察資料大致適配。教師教學會影響學生對科學的態度,學習環境知覺透過科學學習動機而影響學生對科學的態度,科學學習動機在學生對科學的態度中既是自變項又是中介變項。本研究根據研究結果在理論的意涵進行討論,並提出未來研究的建議。 |
英文摘要 | The purpose of this study was to build a theoretical model, based on recent research, representing elementary school students’ attitudes toward science. With the family and cultural environments as well as classroom learning as latent independent variables, and the science-learning environment, science learning motivation and attitudes toward science as latent dependent variables, the effect of variables on theoretical model was analyzed. A stratified random sampling method was adopted to select the student sample: 421 sixth-grade students from 14 elementary schools in Kaohsiung city and county were chosen to take part. A structural equation model (SEM) was applied in order to evaluate the fit of the proposed model and the collected data. The results indicated that the theoretical model fit the observed data quite well, that teachers’ instruction affected students’ attitude toward science, that science learning motivation intervened between the students’ learning environment and their attitude toward science, and that science learning motivation is both an independent and an intervening variable. Based on these study’s findings, the implications for theory and practice, as well as for further research, are also discussed. |
本系統中英文摘要資訊取自各篇刊載內容。