國一學生生物概念成長與其背景、學習與教學情況等變項的關係

The Relationships of Biology Concept Growth, and Backgrounds, Learning and Teaching Variables of 7(superscript th) Graders

本研究利用「生物概念診斷測驗」和「學生背景調查表」調查280位國一學生，生物概念成長情形和其背景、學習和教學因素的關係，藉以分析不同的背景、學習和教學之下，學生的生物概念成長差異。研究結果顯示：父母親的教育程度、家庭子女人數、父母的關心程度、對子女升學的期望、家裡自然科學書籍或雜誌的數量等變項，與生物概念的成長有密切關係。另外，多使用生物實驗室上課、多讓學生有機會自己動手做實驗，及經常閱讀有關課外書籍，都有助於生物概念的成長。就本研究的對象而言，位於台北市學生的生物概念成長顯著優於台北縣學生，生物概念成長並不因性別的不同而有顯著差異。就本研究結果建議透過家庭教育、課室教學與書籍閱讀等方面，提升學生的生物概念學習與成長。

In this study, two instruments-Biological Concept Inventory (BCI) and Student Backgrounds Survey (SBS)-were utilized to investigate the relationships of biology concept growth, and backgrounds, learning and teaching variables. The subjects were 280 7(superscript th) graders (143 males and 137 females) from Taipei area. The results were that variables, such as parental education levels, number of siblings, parental consideration degrees, advance to a higher school of parental expectations, and the amounts of science books or journals in students' family, were closely relative to biology concept growth. Furthermore, more using biology laboratory and more opportunities of doing laboratory activities in biology classes, and frequently peruse extracurricular readings, all can improve the subjects' biology concept growth. The results also indicated that the subjects in Taipei city had significantly excellent performance on biology concept growth than those in Taipei country; however, gender did not exist significant differences on biology concept growth here.