Junior High Students’ Perspectives on Grade 1-9 Curriculum: Investigating Students’ Experiences and Attitudes toward Science Class

[[abstract]]本研究旨在經由學生的觀點，探討九年一貫課程實施後，學生所經驗自然課 的教學面貌以及學生對於自然課的態度。囿於篇幅限制，本文僅呈現學生對自然課 教學方式、教學內容與評量等的經驗與態度。問卷發展除依據九年一貫課程綱要與 相關文獻外，並針對143 位國一學生進行團體晤談，以設計開放式問卷，由64 位 國一學生填答，再據此發展「我對於自然課的態度」問卷。經試題內容分析、專家 審查與預試後，於九十二年六月正式施測，對象為台中市和彰化縣2761 位國中一 年級學生，問卷Cronbach α 值為0.98。此外，尚與6 位學生進行個別晤談，俾確 認學生作答的想法。研究發現學生認為目前的自然課，比國小階段，具有更多動手 做實驗、提出想法與思考的機會，亦涵蓋較多與日常生活、科學史實有關的內容， 且學生對於這些教學方式與內容，能抱持喜歡的態度。其次，學生亦認為自然課評 量是多元的，教師能採用同儕互評、依據報告與實驗等的表現進行評量，且學生對 此亦抱持日漸喜歡的態度。然而，亦有學生指出其國中的自然課，相較於國小階段， 具有過多的理論講述、筆記抄寫，以及困難艱澀的評量內容等，學生對此則呈現出 不同的喜歡程度。[[abstract]]The purpose of this study was to investigate students’ experiences and attitudes toward science class in the context of a Science and Technology Education (STE) Curriculum for Grades 1 to 9 in Taiwan. This paper focuses on students’ experiences and attitudes toward the teaching, content and assessment in the science class. The development of a questionnaire was based on information gathered by group interviews and a preliminary questionnaire. The preliminary questionnaire was further administered to 73 students in grade seven. Then, 2,761 of seventh grade students completed the final questionnaire in June, 2003, which had a Cronbach alpha reliability of 0.98. In addition, individual interviews followed with a representative sample of six students. It was found that students experienced and preferred doing experiments, questioning and thinking in their current science classes. They also perceived and favored that science content taught in the current classroom was relevant to everyday life and covered more history of science. Furthermore, students experienced different kinds of alternative assessment, such as peer review, reports and experiments. They held positive attitudes toward these assessments. However,students also experienced some traditional tasks, e.g. taking a lot of notes, citing textbooks without further explanation and taking hard tests. They held different attitudes toward these classroom practices. The results of this research study can be used as a referent for improving science teaching practices and curriculum materials