臺灣博碩士論文加值系統

本研究之目的為探討國小職前及在職教師對自然科之教學態度；並分析學科背景、性別、職前與在職身份等不同背景變項的教師對任教自然科之教學態度有何差異？採用之研究方法為調查研究輔以質性晤談。首先依相關文獻編製「對自然科之教學態度量表」，施測對象為台中縣、市之職前與在職教師，包括台中師院三、四年級學生，回收有效樣本240位及台中縣、市教師，回收有效樣本406位。晤談樣本以量表得分篩選共14位。在 統計分析發現：1.教師在「需要性」、「付出額外時間」、「對科學之興趣」等三個分量表之態度均呈現正向態度。2.在「付出額外時間」分量表中，分析結果顯示，教師「性別」、「學科背景」、「職前與在職身份」三因子間交互作用達顯著水準（P＜.05）。非數理背景的職前教師中，女性顯著高於男性。職前教師中，數理背景顯著高於非數理背景。非數理背景教師以及數理背景的女性教師中，在職教師顯著高於職前教師。3.在「需要性」分量表中，分析結果顯示，「性別」、「學科背景」兩個因子有交互作用。「學科背景」、「職前與在職身份」兩個因子亦有交互作用。數理背景教師中，男性顯著高於女性。男性、女性以及職前教師組別中，數理背景皆顯著高於非數理背景。而在非數理背景教師中，在職教師顯著高於職前教師。4.在「科學實驗儀器操作製備」分量表中，分析結果顯示，「性別」、「職前與在職身份」兩個因子有交互作用。職前及在職教師中，男性皆顯著高於女性。男性教師中，在職教師顯著高於職前教師。另外，教師「學科背景」之主要效果達顯著水準，數理背景顯著高於非數理背景。5.在「教學勝任自在程度」、「喜好自然科之教學」、「對科學之興趣」分量表中因子間之交互作用均未達顯著水準。而三個因子之主要效果均達顯著水準。男性顯著高於女性；數理背景顯著高於非數理背景；在職教師顯著高於職前教師（「喜好自然科之教學」向度相反）。
此外，本研究以個別晤談方式深入探討職前與在職教師對自然科教學態度的觀點與意見。最後依據研究結果提出數項建議。
關鍵字：教學態度、國小、職前教師、在職教師、自然科教學

The purpose of this study was to explore preservice and inservice elementary school teachers’ attitudes toward science teaching. The researcher also analyzed how the independent variables such as gender, major, and preservice or inservice affected teachers’ attitudes toward science teaching. This study utilized survey and interview methods. A questionnaire of “Attitudes Toward Science Teaching Scale” was developed to examine teachers’ attitudes. The subjects consisted of 240 preservice teachers in Taichung Teacher’s College and 406 inservice teachers selected from Taichung city and Taichung County. The SPSS software package was used to perform the analysis of distribution and three-way analysis of variance (ANOVA). Fourteen teachers were selected and interviewed individually.
The statistical outcomes indicated that the teachers in this study generally have positive attitudes toward “supportiveness”, “experiment”, and “interest”. In the dimension of “dedication”, the interaction among gender, major, and preservice or inservice was significant (P<.05). Among preservice teachers who did not major in mathematics or science, female teachers were significantly more positive than males. Among preservice teachers, those who majored in mathematics or science were significantly more positive than those who did not. For those female teachers who majored in mathematics or science and those who did not, inservice teachers were significantly more positive than preservice ones.
In the dimension of “supportiveness”, both the interactions between gender and major, and between major and preservice or inservice were significant. Male teachers who majored in mathematics or science were significantly more positive than female ones. Similarly, male, female, and preservice teachers who majored in mathematics or science were significantly more positive than those who did not. Among teachers who did not major in mathematics or science, inservice teachers were significantly more positive than preservice ones.
In the dimension of “experiment”, the interaction between gender and preservice or inservice is significant. Among peservice and inservice teachers, male teachers were all significantly more positive than female teachers. Among male teachers, inservice teachers were significantly more positive than preservice ones. Teachers who majored in mathematics or science were significantly more positive than those who did not.
In the dimension of “confidence”, “teaching”, and “interest”, there was no significant interaction among the variables. However, the main effect was significant individually. Male teachers were significantly more positive than female ones. Teachers who majored in mathematics or science were significantly more positive than those who did not. Inservice teachers were significantly more positive than preservice ones. These outcomes were reversed in the “interest” dimension.
Individual interviews were then used to further understand the teachers’ attitudes toward science teaching. Based on the results of this study, the researcher proposed several suggestions regarding the development of science curricula and teacher preparation programs.
Key word: Attitude toward teaching, Elementary school, Inservice teacher, Preservice teacher, Science teaching

第一章 緒 論
第一節 研究背景與動機……………………………………………1
第二節 研究目的與問題………………………………………… 3
第三節 名詞解釋………………………………………………… 3
第四節 研究限制………………………………………………… 4
第五節 研究假說………………………………………………… 4
第二章文獻探討
第一節 教師對自然科的教學態度的重要性…………………… 9
第二節 教師對自然科的教學態度之內涵……………………… 14
第三節 影響國小教師對自然科的教學態度之變因…………… 27
第四節 教師對自然科的教學態度之評量……………………… 32
第三章研究方法
第一節 研究架構與方法………………………………………… 35
第二節 研究樣本………………………………………………… 37
第三節 研究工具………………………………………………… 43
第四節 研究程序………………………………………………… 50
第五節 資料分析………………………………………………… 51
第四章研究結果與討論
第一節「教學勝任自在程度」向度之分析……………………… 53
第二節「任教意願」向度之分析………………………………… 67
第三節「需要性」向度之分析…………………………………… 80
第四節「付出額外時間」向度之分析 ……………………………94
第五節「科學實驗儀器操作製備」向度之分析…………………106
第六節 「對科學之興趣」向度之分析……………………………114
第七節 綜合討論……………………………………………………123
第五章結論與建議
第一節結 論………………………………………………………135
第二節建 議………………………………………………………147
參考文獻
中文部分……………………………………………………………151
英文部分……………………………………………………………154
附 錄
附錄一 預試問卷 …………………………………………………159
附錄二 正式問卷 …………………………………………………162
附錄三 「教學勝任自在程度」向度各組之細格平均數……… 165
附錄四 「任教意願」向度各組之細格平均數………………… 166
附錄五 「需要性」向度各組之細格平均數…………………… 167
附錄六 「付出額外時間」向度各組之細格平均數…………… 168
附錄七 「科學實驗儀器操作製備」向度各組之細格平均數… 169
附錄八 「對科學之興趣」向度各組之細格平均數…………… 170
附錄九 訪談紀錄案例…………………………………………… 171

中文部份
丁嘉琦（民88）：花蓮縣國小教師科學本質觀點之研究。國立花蓮師範學院國民教育研究所碩士論文（未出版）
毛連溫(民81)：從國小教任教情形談師範學院課程設計。國際比較師範教育學術研討會論文集，頁263-288。中華民國比較教育學會與師範教育學會主編。
王美芬、甘漢銧、張惠珠（民77）：台北市國民小學自然科教師進修選課意願調查。台北市立師範學院學報，19期，頁219-238。
李田英(民71)：國民小學自然科教學現況之調查研究。台灣省立新竹師範學校學報，第8期，頁251-340。
李田英(民77)：師院非數理教育系學生高中時期物理學科修習狀況調查研究。大專院校普通物理及普通物理實驗改進研討會論文彙編。國立台灣師範大學物理系，頁15-22。
李田英(民79)：師專與師院畢業生國小自然科教學能力及態度之比較研究(一): 師專與師院不同科學背景學生之認知成長，科學過程技能與科學態度之比較與自然科學習成就評量工具之設計，NSC78-0111-S003-35。行政院國家科學委員會。
李田英(民81)：自然科教學個案研究：國小自然科學（一）。 台北市：國立台北師範大學科學教育研究所。
李田英(民81)：國小職前教師基本自然科學知識及自然科教學態度之研究。師大學報，第37期，頁529-577。
李田英、許良榮(民82)：師範學院試教現況之調查研究。師範教育多元化與師資素質，頁79-132。台北：師大書苑。
余幸怡（民85）：台南師院特教系學生教學態度與任教特殊班之意願調查研究。台南師院學生學刊，17，頁175-199。
吳南志（民85）：大學院校資訊相關科系學生從事國中資訊教學意願及其影響因素之研究。國立高雄師範大學工業科技教育研究所碩士論文。（未出版）
吳聰賢（民67）：態度量表的建立。楊國樞、文崇一、吳聰賢、李亦園主編：社會及行為科學研究法。台北：東華書局，頁439-491。
林王椅（民80）：高雄市國民小學自然科學教學現況之調查研究。台灣省第一屆教育學術論文發表會論文集。台灣省國民學校教師研習會。
林清江（民77）：教育社會學新論。台北：五南書局。
林秀蓁（民84）：一位國中理化教師實驗室之教學與經營。國立高雄師範大學科學教育研究所碩士論文。（未出版）
林瑞欽（民79）：師範生任教職志之理論與實徵研究。高雄：復文書局。
林陳涌（民84）：從經驗證據和科學理論之間的關係來探討自然科實驗教學的意義。科學教育月刊，第184期，頁2-16。
林陳涌、童麗珠（民89）：生物實驗教學能力重要性評估比較研究。師大學報，45（2），21-38。
林樹聲（民88）：從自然科課程之改變談我國國小自然科師資培育的問題與建議。科教人，第二期。
柯玉婷（民89）：台中地區國小職前與在職教師對科學本質之理解及其教學態度的研究。國立台中師範學院自然科學教育研究所碩士論文。（未出版）
許榮富、趙金祈（民76）：科學實驗在科學教育中的本質之分析研究：（1）科學實驗教學目標之確認及客觀性評量分析研究。行政院國家科學委員會。
莊奇勳（民85）：國小教師對自然科教學態度及相關問題之研究（81年-84年新制師院畢業生評量）。國立嘉義師院國民教育研究學報，第二期，頁211-254。
莊嘉坤（民80）：李克式對化學的科學態度量表的編製與分析之研究。國立屏東師範學院初等教育研究，3，頁309-327。
莊嘉坤（民85）：國小自然科教師應具備對科學的態度內涵之探討。八十五學年度師範學院教育學術論文發表會論文集(2)，頁205-233。國立台東師範學院。
教育部（民90）：國民中小學九年一貫課程綱要。
陳英豪（民68）：中等學校教師暑期教育專業科目進修效果之研究。高雄師院學報，7，頁371-416。
陳英豪、葉懋、李坤崇、李明淑、邱美華（民80）：國小學生科學態度量表及其相關因素之研究。國立台南師院學報，24，頁1-26。
陳義勳（民86）：小學教師自然科教學之基本能力分析之研究。臺北市立師範學院學報，28，頁85-136。
陳鏡潭、李田英、熊召弟、徐玉景、連啟瑞（民79）：國小教師自然科教學需求之評估及研習活動之設計。台北師院學報，3，頁147-178。
郭生玉（民85）：心理與教育研究法。台北：精準書局。
張芬芬（民73）：師大結業生分發實習前後教學態度與任教意願之比較。國立台灣師範大學教育研究所碩士論文。（未出版）
張春興（民72）：從師大學生的求學心態檢討教師法「加強師範生專業精神」構想的成效。教育心理學報，16，頁1-28。
張春興（民78）：張氏心理學辭典。台北：東華書局。
張春興（民85）：現代心理學。台北：東華書局。
張春興、汪榮才譯（民65）：洛氏教育心理學。台北：大聖書局。
張靜儀（民80）：國民小學三位自然科學教師班級經營之觀察研究。國立屏東師範學院初等教育研究，第三期，頁329-361。
張靜儀（民81）：一位優秀小學自然科教師的教學個案研究。國立屏東師範學院學報，第八期，頁137-166。
黃文吟、張惠博（民83）：職前物理教師對於實驗教學認知之研究。科學教育,83，頁185-207，彰化師大。
楊妙芬（民84）：師院生任教職志與其相關因素之研究。八十四學年度師範學院教育學術論文發表會論文集，第一冊，頁549-584。屏東師範學院。
賴清標（民68）：師範生任教意願及教學態度之調查研究。國立台灣師範大學教育研究所碩士論文。（未出版）
鄭湧涇，楊坤原（民87）：國中對生物學的態度。師大學報，43（2），頁37-54。
鄭瑞澤（民69）：社會心理學。台北：中國行為科學社。
簡茂發、劉湘川、游淑媚、蔡青育（民80）：師院學生動手操作學習科學過程技能對教導現行國小科學活動之焦慮感與關心度之影響，NSC 80-0301-H142-01。行政院國家科學委員會。
藍瑞霓（民88）：師院教育學分班學生、大學部、學生和國小在職教師任教意願之研究。屏東師院學報，12，頁85-102。
魏明通（民88）：科學教育。台北：五南書局。
英文部份
Ajzen, I. (1988). Attitudes personality and behavior. Milton-Keynes, England: Open University Press.
Anderson, R. D., & Druva, C. A. (1983). Science teacher characteristics by teacher behavior and by student outcomes: A meta-analysis of research. Journal of research in science Teaching, 20（5）, 467-479.
Beiswenger, R. E., Stepans, J. I., & McClurg, P. A. (1998). Developing science courses for prospective elementary teachers. Journal of College Science Teachers,27（4）,253-258.
Blosser , P. E., & Howe , R. W. (1969). An analysis of research on elementary teacher education related to the teaching of science. Science and Children, 6(5), 50-60.
Damnjanovic, A. (1999). Attitudes toward inquiry-based teaching : Differences between preservice and in-service teachers School. Science and Mathematics, 99(2), 71-76.
Dobey, D. C., & Schafer, L. E. (1984). The effects of knowledge on elementary science inquiry teaching. Science Education, 68(1), 39-51.
Earl, R. D., & Winkeljohn, D. R. (1977). Attitudes of elementary teachers toward science and science teaching, Science Education, 61(1), 41-45.
Fraser-Abder, P., & Shrigley, R. L. (1980). A status study of the science attitudes of elementary school teachers in Trinidad and Tobago. Science Education, 64(5), 637-644.
Fraser-Abder. P. (1989). Participation in a curriculum development model and its effect on teacher attitude toward science teaching. School Science and Mathematic, 89(7), 561-570.
Gabel, D. L. (1981). Attitude toward science and science teaching of undergraduates according to major and number of science courses taken and the effect of two courses. School Science and Mathematics, 81(1), 70-76.
Gabel, D. L. & Rubba, P. A. (1977). Attitude Change of Elementary Teachers Trained and Selected as Model Science Teachers. Paper presented at the annual meeting of the National Association for Research in Science Teaching (Cincinnati, Ohio, 1977). ED 135646.
Gagne, R. M. (1988). Principle of instructional design. Orlando : Holt.
Gardner, P. L. (1975). Attitudes to science :a review .Studies In Science Education,2,1-41.
Ginns, I. S., & Foster, W. J. (1983). Preservice elementary teacher attitudes to science and science teaching. Science Education, 67(2), 277-282.
Grossman, P. L., Wilson, S. M., & Shulman, L. S. (1989). Teachers of Substance: Subject Matter Knowledge for Teaching. In M.C. Reynolds (EdS) , Knowledge Base for the Beginning Teachers, （p.23-36）. Pregamon press.
Harty, H., Samuel, J. V., & Andersen, H. O. (1991). Understanding the nature of science and attitudes toward science and science teaching of preservice elementary teachers in three preparation squences. Journal of Elementary Science Education, 3(1),13-22.
Heter, J. R. (1985). Decade. ED 269368.
Levin, J., & Jones, C. (1983). Elementary teachers attitudes toward science in four areas related to gender differences in students'''' science performance. ED 229230.
Lucas, K. B., & Dooley, J. H. (1982). Student teachers'''' attitudes toward science and science teaching . Journal of Research in Science Teaching, 19(9), 805-809.
Kramer. D. C. (1979). Science attitude change in preservice elementary teachers during an activity-oriented biology course . School Science and Mathematics, 79, 294-298.
Krathwohl , D. , Bloom , B. S., & Masia , B. (1964). A taxonomy of education objectives .Handbook II : Affective Domain . N. Y: David Mckay .
Myers, R. E. & Fouts, J. T. (1992). A cluster analysis of high school science classroom environments and attitude toward science. Journal of Research in Science Teaching , 29(9), 929-937.
Moore, R. W. (1973). The development field test and validation of scales to assess teachers attitudes toward teaching elementary school science. Science Education, 57(3), 271-278.
Pigge , F . L., & Marso , R. N. (1986). Influence of Personal and Academic Characteristics on Beginning Teacher Education Students'''' Attitudes, Concerns, and Anxieties Toward Teaching .ED 266140.
Rea, L. M. , & Parker, R. A. (1997). Designing and Conducting Survey Research：A Comprehensive Guide. San Francisco： Jossey-Bass Publishers.
Scheaffer, R. L., Mendenhall, W., & Ott, L. (1990).Elementary survey sampling.(4theds).Boston: PWS-KENT publishing company.
Sherwood, R. D., & Gabel, D. (1980). Basic science skills for prospective elementary teachers: measuring and predicting success. Science Education, 64(2), 195-201.
Shrigley, R. L. （1974）. The correlation of science attitude and science knowledge of preservice elementary teachers . Science Education, 58(2): 143-151.
Shriley, R. L. (1977). The function of professional reinforcement in supporting a more positive attitude of elementary teachers toward science. Journal of Research in Science Teaching, 14(4), 317-322.
Shrigley, R. L., Koballa, T. R., Jr. & Simpson, R. D. (1988).Defining attitude for science educators Journal of Research in Science Teaching,25(8), 659-678.
Stefanich, G. P. & Kelsey, K. W. (1989). Improving science attitude of preservice elementary teachers. Science Education, 73(2), 187-194.
Stepans, J., & McCormack, A. (1985). A Study of Prospective Elementary Teachers: A Research Report .ED 266024.
Thompsom , C. L., & Shirgley, R. L.(1986). What research says: Revising the Science Attitude Scale. School Science and Mathematics, 86(4) ,331-343.
Tobin , k. （1990）. Research on science laboratory activities in pursuit of better questions and answer to improve learning. School Science and Mathematics,90(5),403-418.
West, S. L., Watson, S. B., Thomson, W. S., & Park, H. (1993). The effect of the student teaching experience upon preservice elementary teacher'''' attitudes and anxiety involving science and science teaching. (ERJC D365542).
Weiss, I. R. (1978). Report of the 1977 National Survey of Science , Mathematics ,and Social Studies Education. Center for Education Research and Evaluation Research Triangle Park, North Carolina.
Westerback , M. E. (1982). Studies on attitude toward teaching science and anxiety about science in preservice elementary teachers. Journal of Research in Science Teaching, 19(7), 603-616.
Westerback, M. E. Gonzalez, C., & Primavera, L. H. (1985). Comparison of preservice elementary teachers anxiety about teaching students to identify minerals and rocks and students in geology courses anxiety about identification of minerals and rocks. Journal of Research in Science Teaching, 22(1), 63-79.
Westerback , M. E., & Long, M. J. (1990). Science knowledge and the reduction of anxiety about teaching earth science in exemplary teachers as measured by the science teaching start-trait anxiety inventory. School Science and Mathematics, 90(5), 361-374.
Wilson, J. T., & Stensvold, M. S. (1991). Improving laboratory instruction: interpretation of research. Journal of College Science Teaching, 20(6), 350-353.