| Abstract: | There are two aims of this thesis. First, analyze the effect of creative teaching strategies applying into the subject of biology for influencing students’ learning attitudes. Second, investigate the influences of familial backgrounds and learning backgrounds in students’ learning attitudes.
The case-control study design was used in this research. The research populations were seventh grade students from the Kuang Fu Junior High School in Taichung. There were total 7 classes, and 210 students. Further, 3 classes (90 students) were classified as case groups; others were treated as control groups (4 classes, 120 students).
In the case group (the three classes), the creative teaching strategies were applied in the subject of photosynthesis, while in the control group (four classes), the traditional lectures methods were practiced in the subject of photosynthesis. Furthermore, biology learning scale was used before and after the experiment to measure the effect of creative teaching strategies. Finally, descriptive statistical method, independent sample t-test, paired sample t-test, and multivariate analysis of variance were used to analyze the data.
The results of the research are:
1.There are significant differences between male and female data in students’ over all learning attitude and each biology learning attitude item.
2.Before and after the experiments, there are no apparent differences in students’ learning attitudes between case group and control groups.
3.In case groups, there are significant differences in students’ biology learning attitude before and after the experiments.
4.In control groups, there are no significant differences in students’ biology learning attitude before and after the experiments.
5.There is a positive trend, students’ biology scores in case groups might little higher than students in control groups, even though there is no significant difference.
In conclusion, creative teaching strategies might improve students’ biology learning based on our research. Therefore, creative teaching methods should be applied in students’ biology learning, and further studies of learning outcome should be needed. |
