本研究的目的是調查並研究國中學生的科學興趣現況、國中科學教師認知國中學生感興趣的科學領域及主題概念及國中科學教師認知國中學生學習科學領域及主題概念的重要性。研究對象為新竹縣國中學生及科學教師，經問卷調查法，蒐集到有效國中學生樣本545份，國中科學教師樣本35份。問卷資料進行t-考驗、單因子變異數及皮爾森積差相關分析，其主要研究發現如下：
一.國中學生對科學有中等程度的興趣，其興趣程度會因性別或學生學習成就的不同而有差異，但與學生家庭社經背景則沒有相關；男生或學生學習成就高者，其科學興趣較高。
二.就科學領域來看，國中學生感興趣的程度由高而低依序為：地科、生物、化學、物理，且在各科學領域的興趣上，男生皆高於女生。
三.國中科學教師認為國中學生最感興趣的科學領域由高而低依序為：生物、地科、化學、物理。
四.國中科學教師所認為的國中學生最感興趣的科學領域與主題概念的排序與科學教師所認為的科學主題概念之重要性的排序相同，但教師們覺得科學主題概念的重要性是要高於學生對它們感興趣的程度。教學年資愈久的國中科學教師所在認為的國中學生感興趣科學領域的看法上，愈接近學生感興趣科學領域的現況，而所認為的科學主題概念對學生的重要性也是愈高。
本研究依據研究結果，對於國中學生、國中科學教師及教材編輯者提出建議以供參考。

關鍵字：科學興趣、科學領域興趣、科學主題概念興趣

This research focused on junior high school students’ status quo of interest in science. Also, the study was trying to understand how science teachers in junior high school recognize students’ interestes in science fields and subject concepts and the importance degrees of the science fields and subjects.
The questionnaire method was used in this study. There were 545 valid samples of junior high school students and 35 valid samples of junior high school science teachers. Data analysis in this research was conducted by t-test, one-way ANOVA and Pearson product-moment correlation. The main findings of this research are as follows.
First, junior high school students have moderate degrees of interest in science. Students who are male or are with better learning achievements have higher degrees of interest in science. There is no correlation between students’ degrees of interest in science and their family socio-economic status.
Second, students’ interested science fields are ordered by Earth science, Biology, Chemistry and Physics. Among all science fields, male students’ degrees of interest are all higher than female students’.
Third, students’ interested science fields recognized by teachers are ordered by Biology, Earth sciences, Chemistry and Physics.
Finally, the rankings of students’ interested subjects recognized by science teachers are similar to the rankings of the science subjects’ importance degrees recognized by teachers. However, the degrees of teachers’ recognized importance are higher than the degrees of student’s learning interest. It is worth noticing that those teachers who have longer teaching experiences in science have more similar understandings to students’ interest responses.

Key Word ：interest in science , interest in science fields , interest in science subjects

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