不同教學策略融入奈米科技課程對不同教育階段學生學習態度之影響——以POE教學策略與講述式教學法為例

The Influence of Different Teaching Strategies on the Learning Attitudes of Students in Different Educational Stages on the Nanotechnology Curriculum–taking POE Teaching Strategy and Didactic Teaching Methods as Examples

為求國家科學教育推動之正向發展，本研究針對不同教育階段之中小學學生學習奈米科技課程對其學習態度之影響進行探討。採準實驗研究設計，以立意取樣分別以新竹縣市參與奈米科技課程計畫之公立中小學為對象，跨不同教育階段於國小（N＝108）、國中（N＝125）、高中（N＝83）各取一所學校為樣本。並分別以POE（Prediction-Observation-Explanation）教學策略與講述式教學為實驗組與控制組施行教學計畫，進行為期六週的教學實驗。研究工具以「奈米科技課程態度量表」對學生進行前、後測。經資料蒐集整理與分析發現：不同教育階段之學生對奈米科技課程的整體學習態度表現上，國中學生的整體表現顯著正向與積極，且積極程度優於國小學生；其次為高中學生。此研究結果將有益於未來各界投入奈米科技課程教學之參考，藉由國中階段學習態度顯著積極之優勢做為課程前導，將有助於未來科學教育之推動與發展。

In order to promote the positive development of national science education, this study explored the influence of nanotechnology courses on the learning attitude of students in different education stages. The Quasi-Experimental Design was adopted, and the purposive sampling was carried out in the public primary, middle and high schools in Hsinchu County which participated in the nanotechnology curriculum project. Across different education stages, sampling from primary school (N=108), the middle school (N=125), and the high school (N=83), the study took one school in each education stage as a sample. The teaching group applying the POE (Prediction-Observation-Explanation) strategy as the experimental group and that applying didactic teaching as the control group. The teaching experiment was conducted for 6 weeks. The research approach was conducting the “Nano Technology Curriculum Attitudes Scale” on students before and after the experiment. Through data collection and analysis, it was found that the overall learning attitude of students in different education stages on the nanotechnology curriculum was improved. The middle school students had a significant positive learning attitude, following by the primary school and high school. The results of this study will be useful as a future reference to promote nanotechnology courses. Taking advantage of the significant positive attitude in the middle school stage as a guideline will help promote and develop future science education.