本研究應用「對生物學的態度量表(ATBS)」，探討臺北地區國一學生所持之對生物學的態度，以及其與學生的性別、生物能力、科學態度、定過程技能和邏輯推理能力間之關係。結果顯示，臺北縣、市學生的科學態度、科學過程技能和邏輯推理能力並無顯著的差異，而臺北縣國一學生的生物能力顯著優於臺北市國一學生。學生對物學的態度、生物能力和學過程技能不因性別的不同而有差異，但是女生的科學態度顯著優於男生，而男生的邏輯推理能力顯著優於女生。學生所之對生物學的態度與其生物能力、科學態度、科學過程技能和邏輯推理能力之間具有正相關，其相關值分別為0.36、0.27、0.25和0.20。逐孫複迴歸分析結果顯示，若以學生所持之對生物學的態度為依變項時，則學生的生物能力、生物學業成績、學期平均成績、緎別以及科學態度等五項獨立變項，具有顯著的預測力，共可解釋約17%之變異量。而若以學生的物物能力為依變項時，則學生的生物學業成績、科學態度、科學過程技能、對生物學的態度和邏輯推理能力等五項獨立變項為其預測變項，共可解釋約62%之變異量。

　　　　　In the present study, the Attitudes Toward Biology Scale (ATBS) was employed to investigate the attitudes toward biology of seventh grade students in the Taipei area. The relationships between students' attitudes toward biology and gender, biology ability, scientific attitudes, science process skills, and logical reasoning ability were explored. The results showed that no significant differences were found between the subjects of rural Taipei and Taipei city on the scores of scientific attitudes, science process skills, and logical reasoning ability. However, subjects from rural of Taipei performed significantly better than subjects of Taipei city on bilogy ability. No significant differences wee found between male and female subjects on the measures of Taipei city on biology ability. No significant differences were found between male and female subjects on the measures of attitudes toward biology, biology ability, and science process skills. Female subjects scored significantly higher than male subjects on scientific attitudes, but male subjects' scored significantly higher than female subjects on logical reasoning ability. The attitudes toward biology of students correlated positively with biology ability, scientific attitudes, science process skills, and logical reasoning ability, with correlation coefficients were 0.36, 0.27, 0.25, and 0.20, respectively. Stepwise multiple regression analyses were conducted using attitudes toward biology and biology ability as dependent variables, respectively. when attitudes toward biology was the dependent variables, the regression results showed that five independent variables, namely, biology ability, biology academic achievement score, semester average score, sex, and scientific attitudes of students were significant predictors. Five independent variables explained about 17% of the total variance. When biology ability was the dependent variable, the regression results showed that five independent variables, namely, biology academic achievement score, scientific attitudes, science process skills, attitudes toward biology, and logical reasoning ability, were significant predictors. Five independent variables explained about 62% of the total variance.