臺灣博碩士論文加值系統

本研究旨在探討花蓮地區國小學童對科學學習者之認同。藉由文獻的歸納統整，理出科學學習者認同的四個向度。除探討向度間的相關性之外，並探討在年級、性別、族群和不同的生活經驗等不同背景變項下，認同程度的關係。本研究採問卷調查法，以花蓮地區21所共1103位學生為研究對象，主要研究族群以太魯閣族、阿美族及漢族學童為主。
本研究主要結果如下：
一、以族群特性而言，不論是太魯閣族、阿美族或是漢族學童，其族群在「科學參與」、「科學意象」及「對科學意象的回應」上，皆有顯著差異。
二、不同年級的學生，不論對太魯閣族、阿美族或是漢族，在「科學參與」、「科學意象」及「對科學意象的回應」等向度上，均有顯著差異；就性別而言，在「科學參與」、「科學意象」及「對科學意象的回應」等向度上皆達顯著差異，且女性學童的平均數皆高於男性學童。
三、學童的「科學意象」和「對科學意象的回應」呈現高度相關，而「科學參與」和「科學意象」、「對科學意象的回應」兩向度呈現中度相關。不同族群學生在「科學參與」、「科學意象」、「對科學意象的回應」及「天生特質」向度上，受生活經驗影響各有不同。
由統計結果可以發現，生活經驗確實會影響學生的認同，因此教師可以在課堂教學上帶入更多的生活經驗，來提升學生對學習的認同程度。

This study mainly investigates the identity as science learners for the elementary school students in Hualien area. By integrating the literature, we find out the four dimensions of the identity of learning science. Beside investigating the relationship among the four dimensions, We investigate the relationship according to grade, gender, ethnicity, and different life experiences by the questionnaire. We investigate 1,103 students from 21 schools in Hualien for the study, and the main research groups are Taroko, Amis, and Han race.
The main results are as follows:
1.For the ethnic characteristics, there are significant differences on the dimensions of engagement, imagination, and alignment for the children of Amis, Taroko, and Han.
2.Taroko, Ami and Han students in different grades are significantly different on the dimensions of engagement, imagination, alignment; In terms of gender, there are significant differences on the dimensions of engagement, imagination, alignment, and the girls get higher score than boys for the Amis, Taroko, and Han students.
3.Imagination and alignment showed a high correlation; engagement showed a medium correlation with imagination and alignment. Different races of students on the dimensions of engagement, imagination, alignment, and nature have different results by different life experiences.
According to the results of statistics, we can find that life experiences certainly affect students’ identity. Teachers can bring more life experiences when teaching in the classroom, so students’ identity for learning can be elevated.

第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與問題 4
第三節 名詞釋義 5
第四節 研究範圍與限制 7
第二章 文獻探討 9
第一節原住民之科學學習 9
第二節對學習科學的認同 13
第三章 研究方法 21
第一節 研究架構 21
第二節 研究設計 23
第三節 研究對象 25
第四節 研究工具 28
第五節 資料處理 34
第四章 資料分析與討論 37
第一節 基本資料分析 37
第二節 不同背景變項下科學學習者認同程度之差異分析 42
第三節 科學學習者認同四向度之間相關性 60
第五章 結論與建議 63
參考文獻 69
附錄一國小學童科學學習與認同量表 73

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