族群、學習風格與STS教學對國中生自然與生活科技學習成效之影響 ― 新住民子女是學習的弱勢者嗎？ The Effects of Ethnicity, Learning Styles, and STS

Abstract

本研究目的在探討不同族群背景、學習風格與STS （ Science / Technology / Society）教學對國中生在自然與生活科技學習成效之影響，並評估其影響效果的關聯強度（ω2）。本研究採問卷調查法，樣本來源以立意抽樣方式取得國中一年級學生354人（中國籍和外國籍新住民子女169人，本國籍185人），同時選取擔任樣本學生班級之自然與生活科技教師44人。研究發現：一、中國籍新住民子女國中生的自然與生活科技學習成績高於本國籍國中生，也高於外國籍新住民子女國中生；族群與自然與生活科技成績僅有微弱的關聯強度；二、學習風格、STS教學與不同族群背景間皆沒有交互作用；三、學習風格與自然與生活科技成績間具有中等關聯強度。 The purpose of this study was to examine with a focus on children of new immigrants, the effects of ethnicity, learning styles, and STS (Science /Technology / Society) instruction on middle school students’ academic performance in natural sciences and technology, and to examine the strength of association (ω2) between the independent and dependent variables. The result revealed that there was no interaction among learning styles, STS instruction and ethnicity. However, there was a significant main effect for learning styles and ethnicity. Interestingly, students with Chinese nationality scored higher on the test of natural science and technology than the native Taiwanese students and foreign students. The strength of association between ethnicity and scores in natural science and technology was low.

Keywords

• STS教學
• 自然與生活科技
• 族群
• 新住民子女
• 學習風格
• STS instructions
• natural science and technology
• ethnicity
• children of new immigrants
• learning styles