本研究旨在探討中小學學生，其所知覺的科學教室學習環境、科學學習動機和對科學的態度之差異情形，以及探討教師教學、學習環境、科學學習動機、對科學的態度和科學學習成就之徑路關係。本研究以分層隨機抽樣方式選取高雄地區45所學校共1516名學生，包含14所國小共421人、15所國中462人、16所高中623人。研究資料以結構方程模式進行潛在變項間之徑路分析。研究結果發現對科學的態度以國小學生之得分最高。國小、國中及高中學生學習環境知覺對學習成就的全體效果（含直接及間接）分別是.34，.35和.40；科學學習動機對學習成就的全體效果分別是.42，.49和.34。國小和國中學生對科學的態度會直接影響其學習成就，標準化效果分別是.22和.35。根據研究結果，本研究對科學教師提出若干建議。

The purpose of this study was to investigate the differences of students’ perceptions of their science learning environments, motivation toward science learning, attitudes toward science, also to examine the path coefficients of aforementioned variables among primary, junior-high and senior-high school students. A stratified random sampling method, cluster-sampling unit, was adopted to select the required student samples which included 421 students from 14 primary schools, 462 students from 15 junior-high schools, and 623 students from 16 high schools in Kaohsiung, Taiwan. The structural equation modeling was applied to estimate path coefficients of latent variables. The results of this study showed that the primary school students exhibited more positive attitudes toward science learning than senior-high school students. Among primary, junior-high and senior-high schools, the total effects of learning environment on achievement were .34, .35 and .40 which included direct effects and indirect effects. The total effects of motivation on achievement were .42, .49 and .34. Primary and junior-high school students' attitudes toward science on achievement had direct impact whose path coefficients were .22 and .35. Derived from the results, suggestions for science teachers were discussed.

學習環境; 對科學的態度; 理論模式; 結構方程模式

learning environment; attitudes toward science; theoretical model;structural equation modeling