摘要
本研究旨在瞭解國小六年級學生的科學興趣現況，國小六年級學生感興趣的科學領域及主題概念，及科學教師所認知的國小六年級學生感興趣的科學領域及主題概念。研究對象為新竹縣六年級學生及科學教師，經問卷調查後，得到有效學生樣本1208份，教師樣本55份。問卷資料經t考驗、單因子變異數分析、皮爾遜積差相關統計分析後，主要發現如下：
1.國小六年級學生對於科學具有中度的興趣。
2.國小六年級男學生、非原住民、使用B版、有到圖書館閱讀習慣的學生之科學興趣是較高的；學習成就、社經地位、父母教育期望、家中科學性課外讀物數、科學性教育館參觀頻度較高(或多)的學生之科學興趣較高。
3.國小六年級學生感興趣的科學領域中，教材內容部分的興趣程度依序是：生物、物理、 化學、地球科學；提問問題數依序是：地球科學、生物、物理、化學。
4.國小六年級男學生、使用教材A及B版、有到圖書館借閱習慣的學生對於教材內容的興趣程度是較高的；學習成就、社經地位、家中科學性課外讀物數、科學性教育館參觀頻度較高(或多)的學生對教材內容的興趣程度較高。
5.教師認知與學生表示的感興趣的科學領域及主題概念存在差異。
6.女性、非自然科學相關領域畢業、教學年資及自然科學教學累計年資較長的科學教師較能了解學生感興趣的科學主題及主題概念。
本研究依據研究結果，提出各項建議，以供教師、家長及未來研究之參考。

Abstract
The purpose of the research was to understand the current status of sixth grader’s interest in science, science fields and science concepts of sixth grade elementary school students’ interest, and to know how the science teachers recognized their students’ science related interest. The subjects used in this study are 1208 sixth grader’s and 55 science teachers in Hsinchu county. After t-test, one-way ANOVA, Pearson product-moment correlation…analyzing the collected data, the results and conclusions are as follows.
1.Sixth graders’ have an average interest in science.
2.Among sixth graders’, boys, non-Aboriginal people, students who use B-version textbooks or those who habitually go to the library have a greater interest in science compared to others. Students who have better learning achievements, are of higher socio-economic status, whose parents have high expectation from them, who have more science books at home or visit science museums more often also have greater interest.
3.As for the interest in science fields, the rank of how students are interested in the content of textbooks (from high to low) is Biology, Physics, Chemistry and Earth sciences. The rank of how many questions were asked (from many to few) is Earth sciences, Biology, Physics and Chemistry.
4.Among sixth graders’, boys, students who use A or B version textbooks or those who habitually go to the library are more interested in the content of their textbooks. Students who have better learning achievements, are of higher socio-economic status, whose parents expect more from them, who have more science books at home or who visit science museums more often are also more interested in the content of their textbooks.

5.The teachers’ recognition and students’ interest in science fields and science concepts are different.
6.Teachers who are female, graduated from non-science related departments, and have more experiences in science teaching know better about what the students are interested in.
According to the results of this study, this research can provide some suggestions for teachers, parents and future study.

參考文獻
一、中文部分

方炳隆(1990)。澳門地區教科書選用制度。陳伯璋(主持人)，教科書制度。教科書制度研討會，國立台北師範學院。
王克先(1989)。學習心理學。台北縣：桂冠圖書股份有限公司。327-345頁。
何偉雲(2001)。初步探討影響學童自然科學習成就因素的排序。屏東師院學報，14期，933-952頁。
吳事勳(2006)。 漢原族群國小學童在科學學習動機及科學學習興趣之探究。國立屏東教育大學數理教育研究所碩士論文。
吳坤璋、黃台珠與吳裕益(2005)。影響中小學學生科學學習成就的因素之比較研究。教育心理學報，37卷，2期，147-171頁。
吳堯文(2004)。國小高年級學生小組科學學習行為、對科學的態度與學習成就之關係。國立臺南大學自然科學教育學系碩士論文。
吳鐵雄、陳淑美與張景媛(1993)。中學興趣量表編製報告。教育心理學報，26期，107-124頁。
李文政(1999）教科書在學校政治社會化中的功能。國教世紀，185，29-34。
林生傳(2005)。教育社會學。台北：巨流圖書公司。49-50頁。
林曉雯(1997)。國小自然科教師的學科專門知識及其與科學教學實務的關係(I) 國科會專題研究成果報告，NSC86-2511-S153-003)，台北：國科會。
孫育智(2004)。青少年的依附品質、情緒智力與適應之關係。國立中山大學教育研究所碩士論文。
高玉祥、陳勃、李焰與吳志超(1994)。興趣與成才-高尚興趣是成才的萌芽。台北縣，新雨出版社。27頁、196頁。
高慧蓮(2002)。國民小學九年一貫課程「自然與生活科技」領域教學與學習材料之研究與發展------提昇中小學生對科學本質的認識 (I)。國科會專題研究計畫，NRC90-2511-S-153-009-X3。
張大均(1999)。教育心理學。北京：人民教育出版社。37-44頁。
張春興(1996)。教育心理學：三化取向的理論實踐。台北：東華書局。293-294頁。
張秋男、邱美虹、曹博盛、張美玉、羅珮華、林碧珍、蔡文煥、譚克平(2005)。國際數學與科學教育成就趨勢調查2003。行政院國家科學委員會計畫(報告編號：NSC 93-2511-S-003-001)。
張淑女(2005)。現階段台灣高中生對科學職業態度之初探。臺灣教育，616期，33-37頁。
莊嘉坤(1995)。國小學生對科學的態度之探討。八十四學年度師範學院教育學術論文發表會論文集。
莊嘉坤(1997)。學童對自然科的態度與科學學習。國教天地，121期，26-34頁。
許一懿(1995)。金門縣與臺北市國中學生對生物學的態度與生物能力之研究。國立臺灣師範大學生物學研究所碩士論文。
許良英、李寶恆、趙中立與范岱年(1979)：愛因斯坦文集，第三卷。北京：商務印書館。第144頁。
連啟瑞與盧玉玲(1995）。都會區小學高年級學童自然科學興趣主題及其影響因素研究。八十四學年度師範學院教育學術論文發表會論文集，149-179頁。
陳孟愉(2003)。國小資優班學童與一般學童自然科學習焦慮影響因素之比較研究。國立嘉義大學科學教育研究所博士論文。
陳淑美與路君約(1998)。普通興趣量表編製報告。中國測驗會測驗年刊，45輯，1期，1-18頁。
陳萬福(2005)。科學故事融入自然與生活科技教學對國小四年級學生學習成效之影響研究。國立高雄師範大學物理學系碩士論文。
陳麗妃(2006)。TIMSS 2003國小四年級學生背景、家庭環境、科學興趣、自信與科學成就關係之比較分析：以七國為例。國立新竹教育大學教育學系教師在職進修課程與教學碩士班學位論文。
陰國恩(1994)。非智力因素與高效能學習-智慧發展的催化劑。台北縣：新雨出版社。80頁。
傅統先(1981)。教育科學與兒童心理。北京：文化教育出版社。第161頁 。
游光昭、韓豐年、徐毅穎與林坤誼(2005)。國中學生科技態度量表之發展。高雄師大學報，19期，69-83頁。
黃幸美(1995)。數理科學教育的性別差異之探討。婦女兩性學刊，6期，95-133頁。
黃惠娥(2004)。科學史教學對國小五年級學生之科學本質、科學態度及科學興趣之影響。國立台中師範學院自然科學教育研究所碩士論文。
楊裕灝與王國華(2001)。高中學生對生態課程興趣的探討。科學教育，12期，111-125頁。
楊龍立(1991)。中小學生在科學成就及對科學的態度中性別差異的探討。國立臺灣師範大學教育研究所博士碩文。
鄭宜真(2003)。國小自然與生活科技教學-男女有別？？ 國教輔導雙月刊，43卷，2期，32-34頁。
鄭湧涇與楊坤原(1995)。對生物學的態度量表之發展與效化。科學教育學刊，3卷，2期，189-212頁。
盧昭蓉(2001)。性別影響之學習行為差異研究-以國立科學工藝博物館為例。科技博物，5卷，4期，82-93頁。
賴保禎(1997)。興趣測驗在學校輔導之運用。學生輔導，52期。101-103頁。
龍麟如(1996)。國小學生對科學的態度與相關變項關係之研究。國立台灣師範大學生物學系碩士論文。
簡怡嵐(2004)。國小三至六年級學童對科學的態度差異性之研究。臺北市立師範學院科學教育研究所碩士論文。
蘇懿生(1994)。高雄市高中實驗室氣氛與學生對科學的態度之關係研究。高雄師大科教所碩士論文。
蘇懿生與黃台珠(1998)。對科學的態度-一個有待研究的問題。科學教育月刊，215期，2-12頁。
鐘培齊(2003)。國小六年級學童學習風格、知覺學習環境、對科學的態度與自然科學業成就之相關研究。國立嘉義大學國民教育研究所碩士論文。

二、西文部分
Ainley, M. D., Hidi, S., & Berndorff, D. (2002). Interest, learning and the psychological processes that mediate their relationship. Journal of Edu¬cational Psychology, 94, 1-17.
Alexander, P. A. (1997). Mapping the multidimensional nature of domain learning: The interplay of cognitive, motivational, and strategic forces. In M .L . Maehr & P. R. Pintrich (Eds.), Advances in motivation and achieve¬ment, 10, 213-250. Greenwich, CT: JAI.
Alexander, P. A. (2004). A model of domain learning: Reinterpreting exper¬tise as a multidimensional, multistage process. In D. Y. Dai & R. J. Stern¬berg (Eds.). Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development (pp. 273-298). Mahwah. NJ: Lawrence Erlbaum Associates, Inc.
Alexander, P. A., Jetton, T. L., & Kulikowich, J. M. (1995). Interrelationship of knowledge, interest, and recall: Assessing a model of domain learning. Journal of Educational Psychology, 87, 559-575.
Anderson, B. T. , Pruitt, H., & Courtney, R. (1989). Science Interests of Urban Seventh Graders. A paper presented for the 13th Annual Conferences of the Eastern Education Research Association, Georgia , Feb. 23,1989.
Bell, B. (1985). The construction of meaning and conceptual change in classroom setting: case study on plant nutrition. Children’s Learning in Science Project.
Dewey, J. (1913). Interest and Effort in Education. Boston: Houghton Mifflin.
Francis, L. J., & Greer, J. E. (1999). Measuring attitude toward science among secondary school students: The affective domain. Research in Science & Technological Education, 17(2), 219-226.
Gallas, K. (1995). Talking their way into science：Hearing children’s question and theories , responding with curricula. Teachers College Press, New York.
Germann, l. J. (1998). Development of the Attitude toward Science in School Assessment and its Use to Investigate the Relationship between Science Achievement and Attitude toward Science in School. Journal of Research in Science Teaching , 25(8), 689-703.
Herbart, J. F. (1965). General theory of pedagogy derived form the purpose of education . In J.F. Herbart(Ed.), Writings in education ,2 , 9-155.
Hidi, S.(1990). Interest and its contribution as a mental resource for learn¬ing. Review of Educational Research, 60, 549-571.
Hidi, S., & Renninger, K. A.(2006). The four-phase model of interest development. Educational Psychologist , 41(2).111-127
Krapp, A. ( 2002). An educational-psychological theory of interest and its relation to self-determination theory. In E. Deci & R. Ryan (Eds.). The handbook of self-determination research (pp. 405-427). Rochester, NY: University of Rochester Press.
Krapp, A. (1999). Interest, motivation, and learning: An educational-psychological perspective. Learning and Instruction, 14, 23-40.
Krapp, A. (2000). Interest and human development during adolescence: An educational psychological approach. In J. Heckhausen ( Eds. ). Motivational psychology of human development (pp. 109-128). London: Elsevier
Malcolm, S. (1983). An Assessment of Programs that Facilitate Increased Access and Achievement of Females and Minorities in K-12 Mathematics and Science Education. A study conducted for the NSB Commission on Pre-College Education in Mathematics , Science and Technology. Washington , DC: Office of Opportunities in Science , American Association for the Advancement of Science.
Pell, T. & Jarvis, T. (2001). Developing attitudes to science scales for use with children of ages form five to eleven years. International Journal of Science of Education, 23(8), 847-862.
Prenzel, M. (1992). The selective persistence of interest. In K. A. Renninger, S. Hidi. & A. Krapp (Eds.). The role of interest in learning and develop¬ment (pp. 71-98). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Renninger, K. A., & Hidi, S. (2002). Student interest and achievement: Developmental issues raised by a case study. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 173-195). New York: Academic.
Renninger, K. A. (1992). Individual interest and development: Implication for theory and practice. In K. A. Renninger, S. Hidi. & A. Krapp (Eds.). The role of interest in learning and develop¬ment (pp.361-395). Hillsdale, NJ: Lawrence Erlbaum.
Renninger, K. A. (2000). Individual interest and its implications for under¬standing intrinsic motivation. In C. Sansone & J. M. Harackiewicz (Eds.). Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 375-407). New York: Academic.
Renninger, K. A., Ewen, L., & Lasher, A. K. (2002). Individual interest as context in expository text and mathematical word problems. Learning and Instruction, 12, 467-491.
Roe, A.,＆ Klos , D. (1969). Occupational Classification . Counseling psychologist, 1 , 84-92.
Schiefele, H. (1974). Lernmotivation und Motivlernen（Motivation to learn and learning of motives）. Munich , Germany : Ehrenwirth.
Schiefele, H. (1981). Interesses（interest）.In H.Schiefele & A.Krapp（Eds.）Handlexikon zur pädagogischen Psychologie (pp.192-196). Munich, Germany: Ehrenwirth.
Schiefele, U. (1991). Interest, Learning and motivation. Educational Psychologist, 26 (2 & 3), 299-323.
Schiefele, U. (1992). Topic interest and levels of text comprehension. In K. A. Renninger. Hidi, & A. Krapp (Eds.). The role of interest in learning and development (pp. 151-132). Hillsdale, NJ: Lawrence Erlbaum Asso¬ciates, Inc.
Schiefele, U.(1999). Interest and learning from text. Scientific Studies of Reading, 3, 257-280.
Schraw, G., & Lehman, S. (2001). Situational interest: A review of the literature and directions for future research. Educational Psychology Review, 13, 23-52.
Skamp, K., & Logan, M. (2005). Students’ interest in science across the middle school years. Teaching science, 51(4), 8-15.
Tasbari, A. B., & Yarden, A. (2005). Characterizing children’s spontaneous interests in science and technology . International Journal of Science of Education , 27(7), 803-826.