本研究應用「對生物學的態度量表」（Attitudes Toward Biology Scale;
ATBS），探討金門縣與台北市兩地區國中二年級學生對生物學的態度之現
況及差異，同時並發展「生物能力測驗」（Biology Ability Test; BAT）
，以探究對生物學的態度和生物能力的關係，並比較高、中、低三組不同
生物能力的學生對生物學的態度之差異。
研究的結果顯示：金門縣與台北市的國二學生均具備正向（Positive）的
對生物學的態度，兩地區學生對生物學的態度並無顯著差異。對生物學的
態度與生物能力的相關值（r）為 0.27，與生物科學業成就的相關值為
0.26，皆屬低度相關。而對生物學的態度依學生的生物能力不同而異，生
物能力越高的學生在 ATBS 及各分量表的得分越高。
此外，本研究亦探討了與對生物學的態度與學生個人變項、家庭變項和學
校變項之間的關係。在個人變項中，學生對生物成績的自我概念、做功課
所花費的時間、閱讀生物課外書籍的頻率，以及參加課外補習的時間等變
項與對生物學的態度有密切的關係存在，課後看電視的時間則與對生物學
的態度沒有顯著的相關。
學生的家庭變項包括：父親的教育程度、父母親的職業、家長對功課的關
心程度和對學生升學的期望、家庭教育資源中科學藏書的多寡，以及家中
是否栽種植物，均與對生物學的態度有顯著關係；而家中是否飼養動物、
兄弟姊妹數目及出生序，與對生物學的態度則無顯著相關存在。
在學校變項之中，以到生物實驗室上課的頻率、教師在課堂上鼓勵發問的
頻率、示範實驗的頻率，以及學生上生物課自行動手操作實驗的頻率等，
與學生對生物學的態度相關最為密切；而班級人數、教師使用參考書、測
驗卷的頻率，以及平時測驗的頻率等學校變項，與對生物學的態度之間則
無顯著的相關。
研究的結果對國中生物科教學以及科學態度的評量將可有所啟示。

The purpose of this research was to investigate and compare the
attitudes toward biology of eighth grade junior high school
students in Kinmen County and Taipei City using Attitudes Toward
Biology Scale (ATBS). The Biology Ability Test (BAT) was
developed and used to analyze the relationship between attitudes
toward biology and biology ability.
The results indicated that the subjects showed relatively
positive attitudes toward biology. No significant difference in
attitudes toward biology was found between the subjects of Kinmen
County and Taipei City. Low but positive correlations were found
between attitudes toward biology and biology ability and biology
academic achievement(ACH). The correlation coefficients were 0.27
and 0.26, respectively. Data analysis further indicated that
students with higher biology ability possessed more positive
attitudes toward biology.
The relationships between individual variables, family variables,
school variables of the subjects and attitudes toward biology
were also explored. The results showed that significantly
positive correlations between attitudes toward biology and
certain individual variables, including self concept of biology
achievement, time spent on doing homework, reading non-textbook
biology-related materials and attending extracurriculuar
mathematics or science classes were found. No significant
correlation was found between attitudes toward biology and time
spent on watching television.
There were close relationships between attitudes toward biology
and several of the family variables studied, including father's
highest level of education, occupations of parents, parental
expectation and concern about schoolwork, science reading
materials and plants cultivated at home.No significant
relationships were found between attitudes toward biology and
those family variables, such as pets raised, birth order and
number of brothers and sisters.
The frequencies of using biology laboratory, doing hands-on
biology expereiment, teachers' laboratory demostration and
encouragement by asking questions were school variables which
related closely to attitudes toward biology. However, no
significant relationships were found between attitudes toward
biology and certain school variables, such as number of students
in the class, frequencies of using reference materials and number
of quizzes.
The results of the study should have great implications on both
the improvement of biology teaching in junior high school and the
assessment of science attitudes.