國民小學學生的學習動機與科學創造力之研究

Abstract

本研究旨在探討國民小學學生在自然與生活科技課程中的背景變項（居住地區、年級、性別及父母教育程度）、學習動機與科學創造力之關係。本研究以宜蘭縣國民小學中495人為研究樣本（中年級231人，高年級264人），所使用之研究工具包括「國民小學學生自然與生活科技學習動機量表」及「科學創造力測驗」。資料分析方法包括多變項變異數分析、多元迴歸分析、逐步迴歸分析及典型相關分析。研究發現如下： 一、不同年級、父母教育程度之國民小學學生的學習動機有顯著差異，但不同居住地區、性別之國民小學學生的學習動機未達顯著差異。 二、不同居住地區、年級、父母教育程度之國民小學學生的科學創造力達顯著差異，但性別對科學創造力影響未達顯著差異。 三、國民小學學生的學習動機對於科學創造力變異量的預測力為7.5%。 四、國民小學學生的學習動機解釋科學創造力的途徑為：「由學習策略、學習誘因、學習價值等學習動機影響到科學創造力的流暢力」。 研究者根據研究結果，提出教育上及對未來研究者之建議。

The purpose of this research was to explore the background variables (e.g., residence, grade, sex and parents’ education levels), learning motivation and scientific creativity involved in the elementary students’ performance in the course Nature and Science Technology. The subjects were 495 elementary students in Yilan County: 231 3rd-4th grade students and 264 5th-6th grade students. The tools utilized in this study included the questionnaire of learning motivation in Nature and Science Technology and the Scientific Creativity Test. MANOVA, Multiple regression analysis, stepwise regression analysis and canonical correlation analysis were used as data analysis methods in this study. The results of the research are stated as follows: 1. Learning motivation significantly differed between grades and parents’ education levels, but residence and sex demonstrated no significant effect on students. 2. Scientific Creativity significantly differed between residence, grades and parents’ education levels, but sex demonstrated no significant effect on students. 3. The relationship between elementary students’ learning motivation and scientific creativity variance displayed a predictability of 7.5%. 4. The mode to explain elementary students’ learning motivation on scientific creativity is: learning strategy, learning stimulation, value of learning motivation demonstrated effect on fluency of scientific creativity. Taking into account the results of this study, the research proposes several suggestions for education and further research in the fields.