頁籤選單縮合
題名 | 臺北縣市國小自然與生活科技領域教師背景差異對學童天文概念學習成效的影響=A Study of Different Educational Backgrounds of Science Teachers of Elementary Schools in Taipei Affect Students' Learning Efficiency on Astronomical Concepts |
---|---|
作者 | 謝佩倩; 許民陽; Hsieh, Pei-Chien; Hsu, Ming-Yang; |
期刊 | 科學教育研究與發展季刊 |
出版日期 | 20070300 |
卷期 | 46 2007.03[民96.03] |
頁次 | 頁15-48 |
分類號 | 523.3332 |
語文 | chi |
關鍵詞 | 自然與生活科技領域; 天文相關概念; 教師背景; Science and technology domain; Astronomical relevant concepts; Teacher's educational background; |
中文摘要 | 本研究主要目的在探討臺北縣市國小自然與生活科技領域教師背景差異對學童天文概念學習成效的影響。分析不同背景的教師及相對其任教學生在天文概念學習成效是否存有差異性,以及分析教師天文概念得分與學生天文概念得分之間的相關性。研究結果顯示: 一、數理相關科系背景教師以及非數理相關科系且自然教學年資五年以上教師在天文相關概念問卷得分表現,優於非數理相關科系背景且自然教學年資未滿五年之教師,並已達顯著差異。 二、數理相關科系背景教師以及非數理相關科系且自然教學年資五年以上教師相對其任教學生,在天文相關概念問卷得分表現優於非數理相關科系背景且自然教學年資未滿五年之教師相對其任教之學生,並已達顯著差異。 三、教師天文概念得分與學生天文概念得分存在正相關的關係,當教師天文概念得分越高時,則學生天文概念得分也會越高。 |
英文摘要 | The main purpose of this research is to probe that different educational background knowledge of science teachers of elementary schools in Taipei affects students' learning efficiency toward astronomical concepts. To understand the effects, the differences between teachers of different educational backgrounds and their students' cognition toward astronomical concepts, and the relationship of the scoring on astronomical concepts between teachers and students were analyzed. There are 34 study samplings of the science teachers and 1020 students of 5th grade and 6th grade of elementary schools. They were first surveyed by "Questionnaire about the astronomical concept of the science teachers of elementary schools in Taipei City" designed by Yang, Fu Hwa in 2003, and the self-designed research tool, "Questionnaire about the astronomical concept of the higher grade students of elementary schools in Taipei". Afterwards, 8 senior grade students were int4erviewed with the "semi-constructive outline of interview", which is also designed by the author. Research data has been analyzed by the statistic methods of T-test, One-Way ANOVA, Two-Way ANOVA and linear regression analysis. The concrete research results are: 1. There was a statistical significant difference that teachers of mathematical and science educational backgrounds and teachers without relevant backgrounds but who have taught over 5 years scored much better than teachers who have no relevant backgrounds and teach less than 5yers. 2. There was a statistical significant difference that students of teachers with relevant educational backgrounds and teachers without relevant backgrounds but who have taught over 5 years scored much better than the students whose teachers have no relevant backgrounds and teach less than 5 years. 3. There was a perfect agreement about the scoring of astronomical concepts between teachers and students, which means, if teachers scored highly on astronomical concepts, students would also score highly on them. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。