本研究主要目的為:(一)探討不同背景變項的國中教師,其科學信念是否有差異,(二)探究國中教師科學信念與教學信念的關係,(三)探究國中教師科學信念與教學行為的關係,(四)探究國中教師科學信念與教學信念,教學行為的關係.

本研究以自編"國中教師科學信念與教學信念,教學行為量表"(教師用)與"教室知覺量表"(學生用)為工具,抽取台北縣,台北市,及桃園縣14所公立國民中學159位國中教師為對象,調查國中教師科學信念的現況;再以班級為單位,抽取184位教師及其任教班級的學生為對象(184班),探討國中教師科學信念與教學信念,教學行為的關係. 主要研究結果如下:

一.不同背景變項的國中教師與科學信念之關係:

1.男教師在絕對主義與評判主義科學信念的得分皆高於女教師.

2.資深教師比資淺教師傾向絕對主義科學信念,資淺教師比資深教師傾向相對主義 科學信念.

3.自然科教師與非自然科教師的科學信念沒有顯著差異.

二.科學信念與教學信念的關係:

1.絕對主義科學信念愈強,保守控制教學信念愈強.

2.相對主義科學信念愈強,保守控制教學信念愈弱.

3.評判主義科學信念愈強,適應學生教學信念愈強.

三.科學信念與教學行為的關係:評判主義科學信念愈強,則支持行為出現的愈多,控制行為出現得愈少.

四.科學信念與教學信念,教學行為的關係:

1.絕對主義科學信念愈強,則保守控制教學信念愈強,控制行為出現得愈多.

2.相對主義科學信念愈弱,則保守控制教學信念愈強,控制行為出現得愈多.

3.評判主義科學信念愈強,則適應學生教學信念愈強,支持行為出現得愈多.

本研究並對教育實務與未來研究方向,提供以下幾點建議:

一.在教育實務方面:

1.實施反省性師範教育方案

2.培養教師具有開放民主的評判主義信念

3.肯定教師在職進修的重要性

4.重視國中教師的科學素養

5.教師在教學時,宜重視學生的感受.

二.在未來研究方向:

1.配合多種方法研究教師的科學信念

2.對教師科學信念進行縱貫性研究

3.探討不同科學哲學課題下,教師所持有的科學信念

4.可以做跨學科領域的調查,來探討教師的科學信念

5.編製信效度良好的科學信念量表

6.探討相對主義科學信念所影響的教學行為.

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