本研究旨在探討運用Google協作平台進行國小自然與生活科技學習領域專題導向學習課程與傳統教學方法之學習者，在課程學習後學習態度與學習成就之差異。實驗設計採準實驗研究之不等組前後測設計，以國小六年級學童兩班共63人為實驗對象，隨機分成實驗組與對照組進行教學實驗，實驗組接受Google協作平台專題導向學習教學，而對照組則接受傳統教學。實驗教學前，兩組學生先接受自然科學習態度問卷及自然科學習成就測驗前測；在實驗結束後，兩組學生再施以自然科學習態度問卷及自然科學習成就測驗後測，以敘述性統計、t考驗及獨立樣本單因子共變數分析（ANCOVA）進行統計分析，以探究不同教學方法對自然與生活科技學習領域學習態度與學習成就的影響，以分析其在國內國小教學現場中實施的可行性。實驗分析結果如下： 一、在自然科學習態度方面： 1-1 實驗組在「對自然科課程的態度」向度的表現上優於對照組，但沒有達到顯著差異。 1-2 實驗組在「對自然科教師的態度」向度的表現上優於對照組，且有達到顯著差異。 1-3 實驗組在「自然科學習動機」向度的表現上優於對照組，且有達到顯著差異。 1-4 實驗組在「自然科學習策略」向度的表現上優於對照組，但沒有達到顯著差異。 1-5 實驗組在「總態度」向度的表現上優於對照組，且有達到顯著差異。 二、在自然科學習成就方面： 2-1 對照組在「自然科學習成就」的進步分數表現上優於實驗組，但並沒有達到顯著差異。 最後依據上述研究結果，對提出建議，以做為未來實施或研究之參考。 The purpose of the research was to discuss the differences of learning attitudes and achievement in elementary level science and technology course between the learners learning through traditional method and those learning through applying Google Sites to Project-based Learning course. The research adopted the pretest-posttest nonequivalent-group design, randomly selecting two 6th grade classes in an elementary school in Taipei county. One class was randomly assigned to the experimental group and another was assigned to the control group. There were 63 students in total. The experimental group received “Applying Google Sites to Project-based Learning Instruction” while the control group received “Traditional Method Instruction”. The science and technology learning attitude questionnaire and the science and technology achievement pre-test were administered before the experiment. After the completion of the experiment, the science and technology attitude questionnaire and the science and technology learning achievement post-test were conducted. The statistical data were analyzed by descriptive statistics, t-test, and one-way ANCOVA. The findings of this study were as follows. 1. With regard to science and technology learning attitudes: 1-1 The experimental group performed better than the control group in“attitudes toward science and technology course”, but there was no significant difference. 1-2 The experimental group performed better than the control group in“attitudes toward science and technology teacher”, and there was significant difference. 1-3 The experimental group performed better than the control group in“learning motivation of science and technology subject”, and there was significant difference. 1-4 The experimental group performed better than the control group in “learning strategy of science and technology subject”, but there was no significant difference. 1-5 The experimental group performed better than the control group in“total attitudes toward science and technology subject”, and there was significant difference. 2. With regard to science and technology learning achievement: 2-1 The control group performed better than the experimental group in“achievement of science and technology course”, but there was no significant difference. Based on the findings, suggestions for the application of both learning methods for educational institutions and further studies were included.
