Dissertations / Theses on the topic 'Year 8 students'

Transition to high school occurs for most students in New Zealand. In transition students face new experiences and their ability to cope is dependent on their personal skills as well as the preparation they receive from their primary/intermediate teachers. The students who are behaviourally disordered already experience difficulties in primary/intermediate school and their teachers suggest that they will not cope at high school (Hawk & Hill, 2000). Three primary/intermediate teachers and a high school Dean were interviewed to determine how Year 8 teachers prepare behaviourally disordered students for social transition to high school. The findings show that there is no consistent approach used and the strategies employed are dependent on the experience of the teacher as well as his/her personal philosophy along with his/her school's philosophy. The teachers and the Dean suggest that some strategies used enhance the opportunities for pro-social interaction and others inhibit it. They also suggest that the transition process used does not allow time for dialogue between the sectors, which McGee (1987), MOE (2004) and Sutton (2000) suggest would be appropriate for the behaviourally disordered students entering high school.

The number of students electing to study music at the Senior Level in Queensland State High Schools has declined over recent years. Year 8 is the last time that students experience music lessons before being faced with subject choices. This study investigates the year 8 music program - its content and delivery. What can be done to improve music teaching in year 8? How can we present experiences at this level that will stimulate students' interest; improve their knowledge and skills; and develop students' aesthetic sensitivity to the art of music? This study involved conducting an action research project in a year 8 music class. This was done in collaboration with the classroom music teacher and her class of 25 students. The cyclical process as described by Zuber-Skerritt - acting, observing, reflecting, planning - was adopted. The study aimed: (a) to document positive experiences that could be used in the year 8 music classroom; (b) to stimulate new interest in the studying of senior music; (c) to discover ways to encourage music teachers to become reflective practitioners with a view to improving their practice; (d) to offer an action research model that other music teachers could implement in their classroom. The data collection involved the keeping of journals by the teacher and researcher; recorded interviews with the teacher and students; videos and photographs of the class; as well as interviews with other year 8 music teachers. The study identified a negative attitude by music teachers to the teaching of year 8 music. The dominant theme being taught at this level is Pop Music with a foundation unit being the starting point. Year 8 students also revealed a negative attitude to music lessons. This research project has demonstrated that it is possible to set up a program which engages year 8 students in music making and provides them with worthwhile learning experiences. However, at the end of the project, there was not a significant increase in the number of students electing to study music at the senior level. The study also set up a model for action research that could be adopted by other music teachers in their classrooms. The results of reflective practice employed by the researcher and the music teacher provided positive attitudes for other music teachers and encouragement for others to implement this practice in their classroom. Further studies are needed to involve other music teachers in reflective practice; collaboration in action research (especially in the year 8 classroom); and also the implementation of the new syllabus that will have a positive effect on the future of the subject of music and a positive effect on students' attitudes to the music subject.

This action research study examines the learning experiences of Year 8 students and their teacher as they negotiate aspects of their English classes. The study takes place in a regional Catholic co-educational secondary college in Victoria, Australia. The question of understanding the lived experience of ourselves and other is fundamental to this study, which is situated within an holistic, enactivist view of the world. From this perspective learning is a shared activity in which students participate in creating their own interpretation as they interact with others to bring forth understanding. The study focuses on classroom practice which aims to include all participants, through negotiation, in the actions that take place in the classroom. I have used a narrative approach to describe the way in which three action research cycles were implemented in the English classroom during one academic year. A variety of data gathering techniques was used and these included: classroom questionnaires, classroom meetings, journals, partnership observation and interviews. The main sources of data were the interviews that I undertook with each of the twenty five students in the class. The three action research cycles allowed both the students and me to reflect upon classroom activities and make appropriate changes as the cycles progressed. In addition, negotiating in this English class has helped me to better understand my students and, through reflection, to improve my teaching practice. Analysis of the data suggests that students experience greater commitment and motivation when they are given opportunities to be actively involved in contributing to their own learning. The data also supports research that recognises the importance of collaboration, positive relationships within the classroom, the importance of metacognitive skills and student voice. In addition, the findings point to the value of action research as a method of improving teaching practice.

I investigated the problem of why some students do not implement the feedback they are given, when the feedback they receive is formulated in accordance with what we know about best practice in the giving of feedback. I was interested in exploring the factors which may influence students as they do or do not take some form of action to ‘close the gap’ between the standard they have attained and the standard they need to reach. I worked with seven Year 8 boys who were enrolled at an intermediate school in the South Island of New Zealand. The study is qualitative because the methodologies associated with that paradigm are more likely to provide insights into the problem, situated as it is in the experience of students in a classroom setting. I used phenomenography to identify the qualitatively different ways in which the participants viewed the importance and helpfulness of feedback as well as identifying the factors which influenced their acceptance or rejection of the feedback received from their classroom teacher. The categories I identified included supporting progress towards short- and long-term learning goals; the effect of feedback on personal attitudes towards learning; the relationship between the student and the teacher; the type and timing of feedback; the perceived ownership of the work to which the feedback related; and the conditions and understandings of the student. I discussed each of these and formed a phenomenographic outcome space for each of the three basic areas of importance, helpfulness, and factors affecting response. I then used a case approach to prepare case reports on two of the participants, in order to show how the categories identified through the phenomenographic analysis might be manifested in individuals as well as to allow the voices of the students to be heard. I found that each individual embodies a unique combination of the categories, and that it is this unique profile which affects his or her reception and subsequent use of feedback. I then combined the three phenomenographic outcome spaces to form a model of feedback, arranged in four levels, which may be of interest to classroom teachers as they endeavour to improve the learning outcome of the students through tailoring the feedback they give to them. I illustrated the potential use of the model by mapping onto it the profile of the two boys included in the case reports. The differences in, and similarities of, responses of the two boys to feedback are easily discerned. I discussed how these similarities and differences may offer some explanation for differing responses to feedback. To a certain extent the boys have similar outlooks, and may respond in similar ways to feedback which matches with these outlooks. However, at a deeper level, their differences are marked. Feedback which matches the preferences of one is not likely to match those of the other. I argue that in such a case one may accept and act on the feedback while the other may not. I have identified some areas for further research and development which could build on these findings. These include the need to explore the views of girls and other groups of boys on this subject, together with undertaking a project which allows the academic progress of individuals to be tracked once their preferences were identified and mapped onto the model. It would also be useful to construct a suitable instrument for classroom teachers to use for mapping the preferences of their own class members, and to identify any differences in the modifications to their feedback processes which teachers may make to their classroom practice following their use of such an instrument.

This thesis discusses the effects of integrating concept mapping using the computer programme Inspiration into a cooperative inquiry unit. The research was undertaken as a case study, with four Year Seven and Eight students comprising the case study group. The proj ect examined how the students used concept mapping as part of the cooperative inquiry process. Higher order (metacognitive) leaming outcomes ofthis integration were analysed. Implications and recommendations for future teaching and leaming were also identified. Findings demonstrated that while concept mapping, the students used the concept map as a Mindtool. Critical thinking was stimulated through the negotiation and ongoing adjustment of information links and organisation in the evolving concept maps. One student demonstrated an aware level of metacognitive thinking during the concept mapping process. Three of the students demonstrated an aware level of as a result of questioning during post-unit interviews. The case study group performed as a cooperative leaming group throughout the inquiry. They demonstrated commitment to each other and to the group's success. It is probable that well developed cooperative skills had a positive impact on the cooperative concept mapping process and the role of the concept map as a Mindtool for the group. In this study the classroom teacher demonstrated trust in and had high expectations for the behaviour and learning of the students in the case study group. These students increasingly managed their own time and the necessary resources for completing the inquiry. They were often given choices about when and where to work and often worked unsupervised by the classroom teacher. The researcher refers to choice theory in suggesting effects of these contextual features on the behaviour and learning of the case study group were significant and warrant further investigation.

This study explores the literature on science education, categorises themes within the literature and uses this as a framework to analyse student views. The purpose of the study was to find out student perceptions ofscience and the teaching of science. The researcher interviewed, individually, sixteen students, (two boys and two girls), at each class level from Years 5 to Years 8. The participants in the focus group were chosen primarily for their skills in articulating their views and their interest in science. The resea~ch method of an open-ended survey, with set questions was used to enable students to provide descriptive answers that were later categorised. The findings showed how students made sense of their curriculum in science and how they were able to make suggestions to enhance their future learning in science. Although the research was conducted with a small group of students at the selected class levels there is tentative evidence that could be helpful to teachers in the teaching of science. At the conclusion of the report the views of students and the literature are incorporated in suggestions for teachers in the delivery of science education in their classroom.

This research examined the most significant factors which influence students' decisions to continue or discontinue their music studies from Year 8 to Year 9, in selected Western Australian Secondary Schools. The research was conducted during term 4, 2000. Results from the questionnaires were analysed and interpreted to determine the most significant factors which contribute to the discontinuation or continuation of instrumental music studies. Analysis of data examined factors as to why students continued or discontinued learning music or studying an instrument. Findings indicated that students' self-concept and music ability levels strongly influence the success or failure of a student undertaking music studies. Career choice, parental influence, parental support, peer pressure, time commitment, part-time work, teacher influence, choice of music studied and the fear of failure are the main contributors for students discontinuing their instrumental studies. Through the recognition of the most common problem areas it may be possible to assist with strategies to promote the retention rate of students in music studies. This study may assist non-music teachers to appreciate problems and help them to perceive music as part of the school program.

An Exploration of Structural Relationships in Narrative and Argun entative Writing, with Particular Reference to the Work of Year 8 Students This thesis explores the relationship between narrative and argumentative structures in writing. Its principal research question is 'What are the connections between the structures and composing processes associated with narrative and argumentative writing? ', and it attempts to answer this question in two related ways: through reflective inquiry and in an empirical study of the stories and essays written by Year 8 students in three comprehensive schools in a small town in north-east England. A secondary research question is 'Might narrative act as a bridge to argument for learner-writers? '. Chapter 1 outlines the problem - one of difficulties experienced in the writing of argunent by secondary-age students - and provides a map of the rhetorical field in which the exploration of the structural relationships between narrative and argument takes place. The second chapter looks solely at narrative, focusing on attempts to define its structures but also taking into account other approaches. The third chapter describes specific difficulties encountered with the writing of argument, and then examines structures of argument as evidenced in work on narrative and argument, in rhetoric and in planning for argument. Chapters 4 to 6 present the results of the pilot and main studies. The principal result of the study is a negative one: there is found to be.. no clear-cut structural connection between narrative and argumentative writing, and indeed hardly any common patterns among the stories or essays analysed for the study. There is therefore little chance of a structural 'bridge' from narrative to argument. However, there are positive outcomes: students are more inclined to argumentative writing than is usually assumed anti show more tacility tor experimenting witch the arrangement of their arguments than with the arrangement of their narratives.

This thesis explores the ways in which one Year Eight class in a South Wales secondary school experiences space, gender and well-being in their daily school lives. Using space as a conceptual tool, the thesis uses qualitative and ethnographic methods to explore the ways in which children in Valley School may be involved in ongoing and iterative spatial negotiations within the course of the school day. It looks at the specific school spaces that these children occupy in the school, during different times of the day, and looks at the ways in which these spatial negotiations inform their gendered subjectivities and their sense of well-being in the school. The thesis draws on Doreen Massey’s theorisations of space, as well as feminist ethnographic and qualitative research literature to help formulate understandings of the children’s experiences of space, the importance of space in childhood, and the ways in which experiences of space and gender may be entangled, particularly in the school environment. Using this literature and the data corpus, I developed two descriptive, analytic concepts with which to thematically analyse the data generated for this thesis – the idea that the children are involved in ‘nomadic negotiations of space’ and the sense that these negotiations play out in an unruly atmosphere, which is specific and particular to Valley School. I also draw links between the macro educational policy landscape of South Wales, institutional pressures in Valley School and the micro everyday spatial and gendered practices of the children who study in Valley School. I aim to reframe the experiences of children living in a deprived area of South Wales, with significant socio-economic disadvantage, by using space as a conceptual lens through which to view their social practices, and I hope to inform educational research, policy and practice in Wales with these findings.

In this thesis a case study was conducted which concerned the use of technology in secondary mathematics. Within a particular setting, the research evaluates the contribution that the use of technology makes to the process of learning mathematics and to students’ perceptions about learning mathematics.In the study, Year 8 students used technology to work on problems involving algebra and geometry. The students had individual access to touch screen calculators. A tablet computer attached to a digital projector was available for use in the classroom. The research was carried out by a teacher working as a participant-researcher. The students involved in the research were drawn from a group who had been selected to take part in mathematics enrichment lessons. They were extracted from their usual mathematics classes for one lesson per week over a four month period for this purpose.The study took place in a school which had committed itself to two main initiatives. One of these initiatives was to introduce technology into teaching and learning. The other initiative was to upgrade the teaching practices at the school by adopting the Dimensions of Learning framework as a pedagogical model. The tasks that the students were given to work on in the study were selected to align with different aspects of the Dimensions of Learning framework. The analysis used the Dimensions of Learning framework as a reference tool for both the design of the tasks and the outcomes of implementing them with the students.It was found that the use of technology could be productively aligned with procedural (“know how”) knowledge and declarative (“know what”) knowledge. The contribution that the use of technology made to complex reasoning processes associated with extending knowledge and using knowledge meaningfully was also evaluated. The students’ feelings about the use of technology were sometimes positive and sometimes negative but they had stronger feelings about other aspects of their experience in learning mathematics aside from the use of technology.

Post compulsory music education courses in Western Australia have undergone major curriculum reform. Reform has included a shift from a prescriptive curriculum based upon the Western canon to a more embracing practical and creative one, due for full implementation in 2009. As the numbers of students undertaking elective post compulsory music in Western Australia has been traditionally low, education authorities anticipate that more students will elect to undertake the new course. However, given previous research into motivational issues associated with the transition to secondary school, low post compulsory enrolment numbers may be reflective of retention issues arising from lower secondary class music, as much as the previous post compulsory course structure. Large numbers of students opt to discontinue music studies beyond their first year in secondary school. This study examined the motivation of students to elect.to continue class music studies beyond their first year in secondary school (Year 8). Following an extensive review of the current literature on achievement motivation in education, the study employed Expectancy-value theory as its theoretical basis for examining the values and competence beliefs of 276, Year 8 students across eight secondary schools in Perth, Western Australia. The study included the development of an instrument to examine student values and beliefs towards class music activities at the commencement and conclusion of Year 8. In addition, for triangulation, the study employed focus groups to examine issues arising from findings associated with the instrument. The study found that while Year 8 student values declined over the course of Year 8, their beliefs remained relatively stable. These findings implied that in many instances, students increasingly devalued the activities they undertook in class music over the course of the year, regardless of their competence beliefs. This in tum impacted upon their subsequent enrolment choices into elective music courses from Year 9. Therefore, declining valuing of class music in lower secondary school may be the major determinant of enrolment numbers in post compulsory class music, as values have been demonstrated in previous research to be accurate predictors of subsequent emohnent decisions. The implications of this study suggest that curriculum reform may not necessarily succeed in increasing participation rates in post compulsory music education courses in Western Australia until motivational issues associated with the teaching of class music in lower school are addressed.

This research explored the understandings and perceptions of teacher leadership in the Year 8 classroom, as expressed by teachers and students at a Catholic school, and the relationship between this leadership and boys' academic motivation. The researcher assumed that the classroom is an organisation (Cheng, 1994) where all teachers, perhaps even unknowingly (Crowther, 1996), exercise leadership and, furthermore, that this leadership results in positively influencing boys' willingness to learn. The research was targeted at Year 8, the first year of high school in South Australia, because academic motivation is considered most problematic during and after transition into high school (Maehr & Midgley, 1991).

This study evaluated through an analysis of baseline data whether Stockton Unified School District's board decision to transition from middle school settings to K-8 settings result in: increased student achievement as measured by performance on the California Standards Tests (CSTs) in English language arts and Mathematics, and decreased problem behaviors as measured through the number of suspensions at the 7th grade level in its first year of implementation for the 2006-2007 school year. Four former middle schools and thirty nine K-8 elementary school's achievement and suspension data comprised the purposeful sample for this one shot case study. Former middle school populations averaged 684 to 747 students per school while the average number of 7th grade students attending the newly formed K-8s averaged 85 students per site. Categorical variables were controlled for ethnicity, gender, second language learner, socioeconomically deprived and school wide. Multiple regression analysis was conducted to create a time analysis of 7th grade student performance and behavior as measured by number of suspensions through the use of time trend analysis over a four year period 2002-2003 through 2005-2006. In order to find performance and suspension levels for each categorical variable, scores were derived as the difference between each categorical variable and the growth rate of White (the omitted category). Chow Test (1960) was applied to test for change in setting from the middle school to K-8. Results determined no significant growth in academic achievement in English language arts or mathematics for any subgroup following the move to a K-8 setting. Second language learners demonstrated a statistically significant drop at -6.8 percent from Far Below Basic in English language arts over the four year period of attending a middle school setting. No other subgroup showed any statistical significance in performance over time when compared to the growth of their White constituents. Statistical significant findings were found for number of suspensions for all subgroups over time and with the move to a K-8 setting for Hispanic, Black and Asian males and females. Implications for educators and future research are discussed.

La present tesi doctoral s’ha centrat en el repte d’aconseguir, mitjançant Fabricació Additiva (FA), models per a assaig quirúrgic, sota la premissa que els equips per fer-los haurien de ser accessibles a l’àmbit hospitalari. L’objectiu és facilitar l’extensió de l’ús dels prototips com a eina de preparació d’operacions quirúrgiques, transformant la pràctica mèdica actual de la mateixa manera que en el seu moment ho van fer tecnologies com les que van facilitar l’ús de radiografies. El motiu d’utilitzar FA, en lloc de tecnologies més tradicionals, és la seva capacitat de materialitzar de forma directa les dades digitals obtingudes de l’anatomia del pacient mitjançant sistemes d’escanejat tridimensional, fent possible l’obtenció de models personalitzats. Els resultats es centren en la generació de nou coneixement sobre com aconseguir equipaments d’impressió 3D multimaterials accessibles que permetin l’obtenció de models mimètics respecte als teixits vius. Per facilitar aquesta buscada extensió de la tecnologia, s’ha focalitzat en les tecnologies de codi obert com la Fabricació per Filament Fos (FFF) i similars basades en líquids catalitzables. La recerca s’alinea dins l’activitat de desenvolupament de la FA al CIM UPC, i en aquest àmbit concret amb la col·laboració amb l’Hospital Sant Joan de Déu de Barcelona (HSJD). El primer bloc de la tesi inclou la descripció de l’estat de l’art, detallant les tecnologies existents i la seva aplicació a l’entorn mèdic. S’han establert per primer cop unes bases de caracterització dels teixits vius -sobretot tous- per donar suport a la selecció de materials que els puguin mimetitzar en un procés de FA, a efectes de millorar l’experiència d’assaig dels cirurgians. El caràcter rígid dels materials majoritàriament usats en impressió 3D els fa poc útils per simular tumors i altres referències anatòmiques. De forma successiva, es tracten paràmetres com la densitat, la viscoelasticitat, la caracterització dels materials tous a la indústria, l’estudi del mòdul elàstic de teixits tous i vasos, la duresa d’aquests, i requeriments com l’esterilització dels models. El segon bloc comença explorant la impressió 3D mitjançant FFF. Es classifiquen les variants del procés des del punt de vista de la multimaterialitat, essencial per fer models d’assaig quirúrgic, diferenciant entre solucions multibroquet i de barreja al capçal. S’ha inclòs l’estudi de materials (filaments i líquids) que serien més útils per mimetitzar teixits tous. Es constata com en els líquids, en comparació amb els filaments, la complexitat del treball en processos de FA és més elevada, i es determinen formes d’imprimir materials molt tous. Per acabar, s’exposen sis casos reals de col·laboració amb l’HJSD, una selecció d’aquells en els que el doctorand ha intervingut en els darrers anys. L’origen es troba en la dificultat de l’abordatge d’operacions de resecció de tumors infantils com el neuroblastoma, i a la iniciativa del Dr. Lucas Krauel. Finalment, el Bloc 3 té per objecte explorar nombrosos conceptes (fins a 8), activitat completada al llarg dels darrers cinc anys amb el suport dels mitjans del CIM UPC i de l’activitat associada a treballs finals d’estudis d’estudiants de la UPC, arribant-se a materialitzar equipaments experimentals per validar-los. La recerca ampla i sistemàtica al respecte fa que s’estigui més a prop de disposar d’una solució d’impressió 3D multimaterial de sobretaula. Es determina que la millor via de progrés és la de disposar d’una pluralitat de capçals independents a fi de capacitar la impressora 3D per integrar diversos conceptes estudiats, materialitzant-se una possible solució. Cloent la tesi, es planteja com seria un equipament d’impressió 3D per a models d’assaig quirúrgic, a fi de servir de base per a futurs desenvolupaments.
La presente tesis doctoral se ha centrado en el reto de conseguir, mediante Fabricación Aditiva (FA), modelos para ensayo quirúrgico, bajo la premisa que los equipos para obtenerlos tendrían que ser accesibles al ámbito hospitalario. El objetivo es facilitar la extensión del uso de modelos como herramienta de preparación de operaciones quirúrgicas, transformando la práctica médica actual de la misma manera que, en su momento, lo hicieron tecnologías como las que facilitaron el uso de radiografías. El motivo de utilizar FA, en lugar de tecnologías más tradicionales, es su capacidad de materializar de forma directa los datos digitales obtenidos de la anatomía del paciente mediante sistemas de escaneado tridimensional, haciendo posible la obtención de modelos personalizados. Los resultados se centran en la generación de nuevo conocimiento para conseguir equipamientos de impresión 3D multimateriales accesibles que permitan la obtención de modelos miméticos respecto a los tejidos vivos. Para facilitar la buscada extensión de la tecnología, se ha focalizado en las tecnologías de código abierto como la Fabricación por Hilo Fundido (FFF) y similares basadas en líquidos catalizables. Esta investigación se alinea dentro de la actividad de desarrollo de la FA en el CIM UPC, y en este ámbito concreto con la colaboración con el Hospital Sant Joan de Déu de Barcelona (HSJD). El primer bloque de la tesis incluye la descripción del estado del arte, detallando las tecnologías existentes y su aplicación al entorno médico. Se han establecido por primera vez unas bases de caracterización de los tejidos vivos – principalmente blandos – para dar apoyo a la selección de materiales que los puedan mimetizar en un proceso de FA, a efectos de mejorar la experiencia de ensayo de los cirujanos. El carácter rígido de los materiales mayoritariamente usados en impresión 3D los hace poco útiles para simular tumores y otras referencias anatómicas. De forma sucesiva, se tratan parámetros como la densidad, la viscoelasticidad, la caracterización de materiales blandos en la industria, el estudio del módulo elástico de tejidos blandos y vasos, la dureza de los mismos, y requerimientos como la esterilización de los modelos. El segundo bloque empieza explorando la impresión 3D mediante FFF. Se clasifican las variantes del proceso desde el punto de vista de la multimaterialidad, esencial para hacer modelos de ensayo quirúrgico, diferenciando entre soluciones multiboquilla y de mezcla en el cabezal. Se ha incluido el estudio de materiales (filamentos y líquidos) que serían más útiles para mimetizar tejidos blandos. Se constata como en los líquidos, en comparación con los filamentos, la complejidad del trabajo en procesos de FA es más elevada, y se determinan formas de imprimir materiales muy blandos. Para acabar, se exponen seis casos reales de colaboración con el HJSD, una selección de aquellos en los que el doctorando ha intervenido en los últimos años. El origen se encuentra en la dificultad del abordaje de operaciones de resección de tumores infantiles como el neuroblastoma, y en la iniciativa del Dr. Lucas Krauel. Finalmente, el Bloque 3 desarrolla numerosos conceptos (hasta 8), actividad completada a lo largo de los últimos cinco años con el apoyo de los medios del CIM UPC y de la actividad asociada a trabajos finales de estudios de estudiantes de la UPC, llegándose a materializar equipamientos experimentales para validarlos. La investigación amplia y sistemática al respecto hace que se esté más cerca de disponer de una solución de impresión 3D multimaterial de sobremesa. Se determina que la mejor vía de progreso es la de disponer de una pluralidad de cabezales independientes, a fin de capacitar la impresora 3D para integrar diversos conceptos estudiados, materializándose una posible solución. Para cerrar la tesis, se plantea cómo sería un equipamiento de impresión 3D para modelos de ensayo quirúrgico, a fin de servir de base para futuros desarrollos.

Thesis (EdD) -- Australian Catholic University, 2005.
Submitted as a partial fulfillment of the requirements for the degree of Doctor of Education. Bibliography: p. 191-205. Also available in an electronic format via the internet.

碩士
國立高雄師範大學
化學系
90
Abstract The nine-year sequence curriculum of nature science and living technology is the basic course of junior high school in principle, the method is proceeding with the ways of research and practice, emphasizing on hands on, adivity aspect, design, production, knowledge and attitude. Also it take the learner''s activities as the mainframe during the learning process , if the students gain the experience of processing skill and accurate scientific attitude, surely they will bear the flexible state of mind ,then with creative thinking .Therefore "practice" has always been the basic request of natural science. The main purpose of this research is to develop a set of "microscale-carbon dioxide preparation experiment" to suit with the nine-year sequence curriculum natural science course, confer the thoughts and repellence of students from learning physics and chemistry ,and the influence of "microscale carbon dioxide preparation experiment". The samplies of researched group are total 176 students for 5 classes in two junior high schools in Pin-tung country, the method is to collect the learning questionnaire and to count the percentage, then proceed the analysis, and please see the following results: 1.The concept of students’ physics and chemistry is quite abstract to them . In other words , they are not good at logic. 2.Microscale experiment could develop students'' interest to learn physics and chemistry：because microscale experiment emphasizes on "Making the learner''s activities as the main part to proceed the method of research and practice "in order to arise the interests from learning physics and chemistry. 3.Microscale experiment could take the proper attitude of experimental scientific attitude：because microscale experiment enables the students to make up the equipments, satisfy their curiosities, arise the interests and confidence, being adventurous and objective and develop the attitudes of being responsible and cooperative. 4.Microscale experiment could lower up students'' repellence about physics and chemistry class：the microscale equipments of experiment are unbreakable. Doing the microscale experiment is easy and students can save time. 5.Microscale experiment can decrease the environmental pollution：use less chemicals in order to add up students concepts about ecoprotection. 6. All the teachers have the idea that the operation terms and results of microscale experiment are obviously better than the traditional experiment.

Thesis (EdD ) -- Australian Catholic University, 2005.
Submitted in partial fulfilment of the requirements of the degree of Doctor of Education. Bibliography: p. 242-259. Also available in an electronic version via the internet.