本研究的目的在探討校園教師教學氣氛（教師的奈米科技態度、在奈米科技的認識）與學生科學態度、奈米科技知識對於學生奈米科技態度的影響。研究資料為奈米人才培育計劃－第一次全國問卷調查（藍玉玲，2008），研究者針對其調查資料中的K-12國小學童與國小教師為研究對象，共計16所學校中的1258位學生和122位教師，以多層次線性模式進行研究分析。研究結果顯示，個體層次的學童性別、科學態度、奈米科技知識對於學童的奈米科技態度有顯著的正向影響；總體層次學校教師在奈米科技的學習時數、奈米科技教育的價值、奈米科技的測驗評量對於學童的奈米科技態度有顯著的影響，其中奈米科技的測驗評量為負向效果。最後，本研究對於研究結果提出學童教育態度的省思與資料庫分析研究的建議。

The purposes of this study is to probe the influence of the school teachers’ teaching atmosphere like teachers’ attitude toward Nanotechnology and knowledge of Nanotechnology, students’ attitude toward science (ATS) and knowledge of Nanotechnology (include subject and object knowledge which are SK and OK) on elementary school students’ attitude toward Nanotechnology (ATNa). A two-level database of 1258 students (micro-level) and 122 teachers in 16 schools (macro-level) from the Nanotechnology personnel training project-the first national survey. Multilevel linear modeling was applied to analysis the data. The result points out that in micro-level, gender, ATS, SK and OK can significantly explain students’ ATNa in a positive way. In the macro-level, school teachers’ lecture hour in Nanotechnology, Importance of Nanotechnology and objective knowledge of Nanotechnology have significant effect on students’ ATNa, among these variable, teachers’ objective knowledge of Nanotechnology with a negative way to students’ ATNa. Based on the research finding, the researcher addresses issues of the students’ education attitude and the suggestion for future research.

中文摘要 I
Abstract III
目次 V
表目次 VII
圖目次 IX
壹、緒論 1
貳、文獻探討 7
一、從「科學態度」到「奈米科技態度」的測量 7
二、影響國小學童奈米科技態度之因素－以科學態度為例 12
三、Hierarchical Linear Models（HLM）原理概念 17
參、研究方法 21
一、研究架構： 21
二、研究程序與樣本描述： 23
三、測量工具： 25
四、分析方法： 29
肆、研究結果與討論 31
一、描述性統計 31
二、多層次模式分析 33
三、研究發現與討論 39
伍、結論與建議 43
一、研究發現於教學上之意涵 43
二、研究建議與限制 46
肆、參考文獻 47

何麗君（2005）。國中學生自我效能、集體效能與學業成就之相關研究（未出版之碩士論文）。國立彰化師範大學，彰化縣。
李世光、吳政忠、蔡雅雯、林宜靜和黃圓婷（2003） 奈米科技人才培育計畫之推動規劃與展望：從K-12奈米人才培育試行計劃談起。物理雙月刊，25（3），435-443。
吳孟錞（2004）。國小高年級學童自我效能、知覺父母期望、教師期望與行為困擾、學業表現之相關研究（未出版之碩士論文）。國立台灣師範大學，台北市。
余民寧（2002）。教育測驗與評量。台北市：心理出版社。
邱皓政、溫福星（2007）。脈絡效果的階層憲性模型分析：以學校組織創新氣氛與教師創意表現為例。教育與心理研究，30（1），1-35。
林桂鶯、劉明洲（2005）。科技議題融入國小自然生活科技領域教學模式之研究-以奈米應用為例（未出版之碩士論文）。國立花蓮師範學院，花蓮市。
馬遠榮（2002）。廿一世紀經濟新希望──超越想像的奈米科技。科學知識，55，56-67。
郭姿蘭（2006）。內外控人格、自我效能、核心能力與學習成效之關連性研究－以我國大專院校會計系學生為例。淡江大學，台北縣。
張政義（2008）。奈米科技融入國小自然與生活科技課程之教學研究。物理教育學刊，9（1），109-122。
陳奎伯、顏思瑜（譯）（2009）。教育心理學（原作者：A. M. O' Donnell, J. Reeve, &; J. K. Smith）。臺北市：雙葉書廊。
黃佳媛、許良榮、陳欣琦（2011）。小學奈米科技核心概念之研究。臺中教育大學學報：數理科技類，25（1），1-22。
趙毓圻、熊召弟、于曉平（2011）。台灣中小學奈米科技實驗教材之內容分析。教育科學研究期刊，56（4），1-42。
溫福星（2009）。階層線性模式 原理、方法與應用（1-2）。台北：雙葉。
蔡元福、吳佳瑾、胡焯淳（2004）。奈米科技融入自然與生活科技領域教學之初探。科學教育研究與發展季刊，35，39-50。
潘文福（2004）。奈米科技融入九年一貫課程之領域主題規劃。生活科技教育月刊，37（2），20-25。
鄭湧涇、楊坤原（1998）。國中學生對生物學的態度。師大學報：科學教育類，43（2），37-54。
龍麟如（1997）。國小學生對科學態度與相關變相關係之研究。台北國立台灣師範大學生物學系碩士論文。
薛富盛（2010）。行政院國家科學委員會（民102年12月21日）。奈米科技教育學院【官方網站】。取自：http://nano.narl.org.tw/intro/begin.aspx。
藍玉玲（2008）。奈米科技人才數位平台計劃。教育部委託之專題研究成果報告，未出版。

Ali, M. S., &; Awan, A. S. (2013). Attitude toward science and its relationship with students’ achievement in science. Interdisciplinary Journal of Contemporary Research in Business, 4(10), 707-718.
Appleton, K. (2003). How do beginning primary school teachers cope with science? Toward an understanding of science teaching practice. Research in Science Education, 33(1), 1-25.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. ＰPsychological Review, 84(2), 191-215.
Ball, D. L. (1991). Research on teaching mathematics: Making subject-matter knowledge part of the equation. In J. Brophy (Ed.), Advances in research on teaching (Vol. 2, pp. 1-48). Greenwich, CT: JAI Press Inc.
Blalock, C. L.(2008). In pursuit of validity: a comprehensive review of science attitude instruments 1935-2005. International Journal of Science Education, 30(7), 961-977.
Blatchford, P. (1992). Children’s attitudes to work at 11 years. Educational Studies, 18, 107-118.
Catsambis, S. (1995). Gender, Race, Ethnicity, and Science Education in the Middle Grades. Journal of Research in Science Teaching, 32(3), 243-257.
Cheung, D. (2009). Developing a scale to measure students' attitudes toward chemistry lesson. International Journal of Science Education, 31(16), 2185-2203.
Cohen, J. (1988). Statistic power analysis for the behavioral science (2nd ed.). Hillsdale, NJ: Eribaum.
DeFleur, M. L., &; Westie, F. R. (1963). Attitude as a scientific concept. Social Force, 42, 17-31.
Dhindsa, H. S., &; Chung, G. (2003). Attitude toward science among secondary school pupils in Northern Ireland: Relationship with sex, age and religion. Research in Science &; Technological Education, 17(1), 67-74.
Eagl, A. H. &; Chaiken, S (1993). The psychology of attitudes. Fort Worth, TX: Harcourt Brace Jovanovich.
Eccles, L. (2007). Gender differences in teacher-student interactions, attitude and achievement in middle school science (Doctoral Thesis). Western Australia: Science and Mathematics Education Centre, Curtin University of Technology.
Ernest, P. (1989). The knowledge, beliefs and attitudes of the mathematics teacher: a model. Journal of Education for Teaching, 15(1), 13-33.
Fishbein, M, &; Aizen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Reading, MA: Addison-Wesley.
Fishman, B. J., Marx, R.W., Best, S., &; Tal. R. T. (2003). Linking teacher and student learning to improve professional development in systemic reform. Teacher and Teacher Education, 19, 643-658.
Fonash, S. J. (2001). Education and training of the nanotechnology workforce. Journal of Nanoparticle Research, 3, 79-82.
Freedman, M. P. (1997). Relationship among laboratory instruction, attitude toward science, and achievement in science knowledge. Journal of Research in Science Teaching, 34(4), 343-357.
Gardner, P. L. (1975). Attitude to science. Studies in Science Education, 2, 1-41.
Haladayana, T., Olsen, R., &; Shaughnessy, J. (1982). Relation of student, teacher, and learning environment variables to attitudes to science. Science Education, 66, 671-687.
Hashweh, M. Z. (1987). Effects of subject matter knowledge in the teaching of biology and physics. Teaching and Teacher Education, 3, 109-120.
Hodson, D. &; Freeman, P. (1983). The effect of primary science on interest in science: some research problems. Research in Science and Technological Education, 1(1), 109-118.
Hofmann, D. A., &; Gavin, M. B. (1998). Centering decisions in hierarchical linear models: Implications for research in organizations. Journal of Management, 24(5), 623-641.
Hough, L. W., &; Piper, M. K. (1982). The relationship between attitude toward science and science achievement. Journal of Research in Science Teaching, 19(1), 33-38.
Hox, J. J. (2002). Multilevel analysis: Techniques and applications. Mahwah, NJ: Erlbaum.
Jones, M. G., Howe, A., &; Rua, M. J. (2000). Gender differences in students’ experiences, interests, and attitudes toward science and scientists. Science Education, 84(2), 180-192.
Kahle, J. B. &; Lakes, M. K. (1983). The myth of equality in science classrooms. Journal of Research in Science Teaching, 20, 131-140.
Kennedy, M. M. (1998). Education Reform and Subject Matter Knowledge. Journal of Research in Science Teaching, 35(3), 249-263.
Kind, P., Jones, K., &; Barmby, P. (2007). Developing Attitude towards Science Measure. International Journal of Science Education, 29(7), 871-893.
Koballa, R. T &; Crawley, E. F. (1985). The influence of attitude on science teaching and learning. School Science and Mathematics. 85 (83), 222-232.
Koballa, T. R. (1988). Attitude and related concepts in science education. Science Education, 72, 115-126.
Kreft, Ita G. G., &; Leeuw, Jan de. (1998). Introducing multilevel modeling. London: Sage.
Klopfer, L. E. (1971). Evaluation of learning in science. In B. S. Bloom, J. T. Hastings &; G. F. Madaus (Eds.), Handbook of formative and summative evaluation of student learning (London: McGraw-Hill).
Lan, Y. -L. (2012). Development of an Attitude Scale to Assess K-12 Teachers’ Attitude toward Nanotechnology. International Journal of Science Education, 1, 1-22
Lan, Q. C., Wong, F. L., &; Fraser, B. J. (2005). Student perceptions of chemistry laboratory learning environments, student-teacher interactions and attitude in secondary school gifted education class in Singapore. Research in Science Education, 35, 299-321.
Murphy, C., &; Beggs, J. (2003). Children’s perceptions of school science. School Science Review, 84(308), 109-116.
Musgrove, F. &; Batcock, A. (1969). Aspects of the swing from science. British Educational Psychology, 39, 320-325.
Muthen, B. &; Kaplan, D. (1985). A comparison of some methodologies for the factor analysis of non-normal Likert variavbles. British Journal of Mathematical and Statistical Psychology, 38, 171-189.
Nilsson, P. (2008). Teaching for understanding – The complex nature of PCK in pre-service teacher education. International Journal of Science Education, 30, 1281-1299.
Oliver, J. S., &; Simpson, R. D. (1988). Influence of attitude toward science, achievement motivation, and science self concept on achievement in science: a longitudinal study. Science Education, 72(2), 143-155.
Olson, J. M., &; Maio, G. (2003). Attitudes in social behavior. In T. Millon &; M. Lerner (Eds.), Handbook of psychology: Personality and social psychology (Vol. 5, pp. 299-325). New York: Wiley.
Osborne, J. (2003). Attitudes towards science: a review of the literature and its implications. International Journal of Science Education, 25(9), 1049-1079.
Osborne, J., &; Dillon, J. (2008). Science education in Europe: Critical reflections (a report to the Nuffield Foundation). London: the Nuffield Foundation. Retrieved from http://www.pollen-europa.net/pollen_dev/Images_Editor/Nuffield repor.pdf.
Oskamp, S., &; Schultz, P. W. (2005). Attitudes and opinions. [Adobe Digital Editions version]. Retrieved from http://dcs.lib.ndhu.edu.tw/ndhuhyint/sendurl_api.jsp?url=http%3A//www.netLibrary.com/urlapi.asp%3Faction%3Dsummary%26v%3D1%26bookid%3D125944.
Parkinson, J., Hendley, D., Tanner, H., &;Stables, A. (1998). Pupils’ attitudes to science in key stage 3 of the national curriculum: A study of pupils in South Wales. Research in Science and Technological Education, 16(2), 165-176.
Piburn, M. D. (1993). If I were the teacher…qualitative study of attitude toward science. Science Education, 77, 393-406.
Reid, N. (2006). Thoughts on attitude measurement. Research in Science &; Technological Education, 24(1), 3-27.
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed), Handbook of research on teacher education (pp. 102-119). New York: Simon &; Schuster.
Roco, M.C. (2003). Converging science and technology at the nanoscale: opportunities for education and training. Nature Biotechnology, 21, 1247-1249.
Schibeci, R. A., &; Riley, J. P., Jr. (1986). Influence of students’ background and perceptions on science attitudes and achievement. Journal of Research in Science Teaching, 23, 177-187.
Simpson, R. D., &; Oliver, J.S. (1990). A summary of major influences on attitude toward and achievement in science among adolescent students. Science Education, 74(1), 1-18.
Sundberg, M. D., Dini, M. L. &; Li, E. (1994). Decreasing course content improves student comprehension of science and attitudes toward science in freshman biology. Journal of Research in Science Teaching, 31, 679-693.
Tabachnick, B. G., &; Fidell, L. S. (2007). Using multivariate statics (5th ed.). Boston, MA: Allyn &; Bacon.
Tobin, K., &; Fraser, B. J. (1988). Investigations of exemplary practice in science and mathematics teaching in Western Australia. Journal of Curriculum Studies, 20(4), 369–371.
Van Aalderen-Smeets, S. I., Walma Van Der Molen, J. H., &; Asma, L. J. F. (2012). Primary teachers’ attitudes toward science: a new theoretical framework. Science Education,96(1), 158-182.
Walberg, H. J. (1969). Social environment as a mediator of classroom learning. Journal of Educational Psychology, 60, 443-448.
Walberg, H. J. (1984). Improving the productivity of America’s schools. Educational Leadership, 41, 19–30.
Weinburgh, M. (1995). Gender differences in student attitudes toward science: a meta-analysis of the literature from 1970 to 1991. Journal of Research in Science Teaching, 32, 387-398.
Whitehead, J. M. (1996). Sex stereotypes, gender identity and subject choice at A level. Educational Research, 38, 147-160.
Willson, V. L. (1983). A meta-analysis of the relationship between science achievement and science attitude: Kindergarten through college. Journal of Research in Science Teaching, 20(9), 839-850.
Woolnough, B. (1994). Effective science teaching. Buckingham, Philadelphia: Open University Press.
Zajonc, R. B. (1980). Feeling and thinking: Preferences need no inferences. American Psychologist, 35, 151-175.