臺灣博碩士論文加值系統

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

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