• 作者： 李田英
• 作者服務機構： 國立臺灣師範大學科學教育研究所
• 中文摘要： 本研究探討國小職前教師對於教自然科學的態度及影響此教學態度的變因。所選擇之變因包括基本科學知識、各科學課程、自然科教學研究、教學實習等的學期成績與畢業總成績及修習自然科學科目的數目、性別、科學過程技能、科學態度、認知推理能力等。民國79年6月的師專結業學生658人參與測試，資料經由SPSSX套裝軟體分析各變因的頻率及相關，並做迴歸分析。研究結果顯示：90％的國小職前教師同意科學的重要性並瞭解科學的本質，不過近50％的人怕教自然科學。迴歸分析的結果並顯示所選擇的變因可解釋21％的自然科教學態度之差異。其中科學態度、性別·科學過程技能及修習自然科學課程的數目為強預測變因。
• 英文摘要： The purpose of this study was to understand pre-service elementary school teachers’attitudestoward science teaching and their relationships with selected variables．Selected variables includedbasic science knowledge, the number of science courses taken, gender, final grades in: science courses，method course，student teaching; grade point average, science process skills，scientific attitude, andreasoning ability．The 658 graduates of junior teachers’colleges in 1990 were involved. Data wasanalyzed through frequencies, correlations and multiple regression by SPSSX package. Results in-dicated that 90% of pre-service teachers agreed with the importance and the nature of science．However, about half of them were afraid of teaching science. Twenty-one percent of the variancein pre-service teachers' attitudes toward science teaching was explained by the selected variables．Scientific attitude, gender, science process skills，and the number of science courses taken were strongerpredictors．
• 中文關鍵字： pre-service elementar teacher education; attitudes toward science teaching; scientific attitude; gender; science process skills; science knowledge
• 英文關鍵字： --