班級氣氛和學生對於科學態度之關係

Classroom Climate and its Relationship to Student Attitudes Toward Science

近二十年來，教育人員都瞭解到班級氣氛是學生學習過程中一項重要的變項。其次，目前的科學教育方案也都重視「情意」方面的學習目標，例如學生之「態度」即是。一般說來，學在上自然學科時所知覺到的班級氣氛可能會影響到他對於科學及其它與科學相關的態度。因此，本研究之目的即在探討班級氣氛和學生對於科學態度之間的關係。 本研究採用兩種工具以收集資料。其一是「學習環境量表」，另一是「科學相關態度測驗」。樣本的選取是採用分層隨機抽樣法，共選取台灣地區及台北市的國民中學共10所，包括二年級班級共40班，男、女學生數為1，269人。本研究分析的單位是兼採「個人」及「班級」二種。 根據T考驗的結果發現，「性別」及「能力」都不是影響班級氣氛和科學態度的主要因素。只有學校所在「地區」對於班級氣氛及態度有些影響力。就體而言，我國國民中學較顯著的班級氣氛表現是高度的「競爭」、「團結」及「多樣性」，較少有「冷漠」及「偏坦」的氣氛。其次，就學生對於科學的態度而言，多數的學生傾向於肯定科學的社會價值及表現出積極的科學探究態度取向。此外，學生較不願以科學為將來之終生職業，而對於科學家的正常性亦持消極的看法。再者，根據皮爾森簡單相關的分析顯示出班級氣氛和學生對科學的態度無顯著之關係。

Over the last two decades， there has been a growing awareness among educators that classroom climate is an important variable in the process of school learning. In terms of science as a school subject， most of the contemporary science education programs emphasize affective objectives， such as attitude. It seems that the atmosphere in which a student encounters science could affect his attitudes toward it. Therefore， the purpose of this study is to examine the junior high school classroom climate and its relationship to student attitudes toward science. The Learning Environment Inventory (LEI) and the Test of Science-Related Attitudes (TOSRA) are used as the major instruments of the study. By using the technique of stratified random sampling， ten junior high schools are selected from Taipei metropolitan and rural areas in Taiwan. The total sample is comprised of forty grade eight classes， consisting of a total of 1，269 students. The units of analysis are individual student and class means. T-tests show that students’ gender and ability are not crucial factors of classroom climate and students’ attitudes， while area variables contribute to some differences in the variables. Regardless of the facts of area， gender， and level of ability， classrooms are characterized by high competitiveness， cohesiveness， great diversity， less apathy， and favoritism. Students express their most favorable attitudes toward social implications of science and adoption of scientific inquiry while least favorable attitudes are found on the normality of scientists and career interest in science. Results of simple correlational analyses fail to demonstrate a relationship between classroom climate and student attitudes toward science.