國立臺灣師範大學博碩士論文全文系統

簡易檢索 / 詳目顯示

回結果列表

研究生：	李旻憲 Min-Hsien Lee
論文名稱：	以巢狀概念模式探究高中生之科學學習–科學認識觀、後設認知知覺、科學學習概念及其科學評量概念 Nested ecology: High school students’ scientific epistemological beliefs, metacognitive awareness, conceptions of learning science and their conceptions of science assessment
指導教授：	蔡今中 Tsai, Chin-Chung 張俊彥 Chang, Chun-Yen
學位類別：	博士 Doctor
系所名稱：	地球科學系 Department of Earth Sciences
論文出版年：	2009
畢業學年度：	97
語文別：	英文
論文頁數：	193
中文關鍵詞：	科學認識觀、後設認知知覺、科學學習概念、科學評量概念、巢狀概念模式、現象學圖示法
英文關鍵詞：	scientific epistemological beliefs, metacognitive awareness, conceptions of learning science, conceptions of science assessment, nested ecology, phenomenographic method
論文種類：	學術論文
相關次數：	點閱：181 下載：22
分享至:	分享至facebook 分享至twitter

查詢本校圖書館目錄查詢臺灣博碩士論文知識加值系統勘誤回報

The purpose of this study was to deeply investigate students’ nested ecology regarding science learning from multidimensional perspectives (i.e., the interrelations among scientific epistemological beliefs, metacognition, conceptions of learning science, and conceptions of science assessment). To this end, this study performed the quantitative method to initially explore the interrelations among scientific epistemological beliefs, metacognitive awareness, and conceptions of learning science. Then, the qualitative method was conducted to deeply investigate the interplays among scientific epistemological beliefs, conceptions of learning science, and conceptions of science assessment and to clarify the nested ecology model. In addition, the role of metacognitive awareness on scientific epistemological beliefs and conceptions of learning science and science assessment were discussed through both quantitative and qualitative results. The quantitative part of the study was conducted with a sampling pool of 240 tenth graders. And, those students’ responses from three questionnaires were used to yield some quantitative indicators (i.e., scientific epistemological beliefs, metacognitive awareness, and conceptions of learning science) and to clarify the interplay between those variables. In general, the quantitative results revealed that students having more sophisticated scientific epistemological beliefs tended to show higher metacognitive awareness while learning science and to express more constructivist-oriented conceptions of learning science. In particular, as long as the students have more sophisticated beliefs about the justification of knowledge; they may tend to express much higher metacognitive awareness and to embrace the constructivist conceptions of learning science. For qualitative part of study, 60 representative students selected from the sampling pool were deeply interviewed about their scientific epistemological beliefs (including beliefs about the nature of knowledge and beliefs about the nature of knowing), conceptions of learning science, and conceptions of science assessment. This study found that most selected students expressed the empiricist beliefs about the nature of knowledge. Through the phenomenographic analyze of selected students’ interview responses, seven categories of conceptions of learning science (i.e., memorizing, preparing for tests, practicing the experiments, the increase of knowledge, applying, understanding, and seeing in a new way) and six categories of conceptions of science assessment (i.e., reproducing knowledge, rehearsing, revealing the learning status, improving learning, applying, and the justification of knowledge) were identified in this study. Moreover, the qualitative results seemed to reveal that, on the one hand, the selected students’ beliefs about the nature of knowing seemed to have greater power to explain students’ conceptions of learning science than their beliefs about the nature of knowledge. On the other hand, their beliefs about the nature of knowledge seemed to more relate to their conceptions of science assessment. This study also implied that students expressing more mature conceptions of learning science tended to hold more cohesive conceptions of science assessment. Furthermore, the qualitative part of this study identified three major forms of students’ nested ecology regarding learning science, that is the complete, partial, and divergent nested ecology. In particular, nearly half of 60 representative students were categorized as the complete nested ecology.

TABLE OF CONTENTS
CHAPTER I: INTRODUCTION…………………………………………1
I.1. Background of the Study………………………………………1
I.2. Need for the Study…………………………………………………………2
I.3. An Overview of the Study……6
I.4. Research Questions……………7
I.4.1. General research question……………………7
I.4.2. Specific research question……………………7
CHAPTER II: LITERATURE REVIEW………………………9
II.1. The Scientific Epistemological Beliefs…………………9
II.1.1. The domain-specific personal epistemology..9
II.1.2. The views of the nature of science and the scientific epistemological beliefs………………………………15
II.1.3. The role of scientific epistemological beliefs on the nature of students’ science learning……………………21
II.2. The Metacognitive Awareness………………………………23
II.2.1. The definition of metacognitive awareness……………23
II.2.2. The methods to investigate the metacognitive awareness....25
II.2.3. The role of metacognitive awareness on the nature of students’ science learning……………………………………26
II.3. The Phenomenographic Study……………………………………28
II.3.1. The phenomenography……………28
II.3.2. The conception identified through phenomenographic study……………29
II.4. The Conceptions of Learning Science……………………31
II.4.1. The conceptions of learning…………………………31
II.4.2. The conceptions of learning science…………………34
II.4.3. The socio-cultural perspective of the conceptions of learning……………35
II.4.4. The multiple conceptions of learning…………………36
II.4.5. The features of conceptions of learning science ……………………37
II.5. The Conceptions of Science Assessment…………………40
II.5.1. The classroom assessment of science learning………40
II.5.2. The related research on conceptions of assessment………41
II.5.3. The socio-cultural impact on conceptions of assessment…………………42
II.6. Theoretical Model………………46
CHAPTER III: METHODOLOGY.......................................48
III.1. General Research Design………………………………48
III.2. Subjects……………………………52
III.3. The Instruments for Quantitative Part of Study…………………………………54
III.3.1. Assessing students’ scientific epistemological beliefs……………………54
III.3.2. Measuring students’ metacognitive awareness regarding science learning………………………………56
III.3.3. Evaluating students’ conceptions of learning science……………………57
III.4. The Data Analysis for the Quantitative Part of Study………………………………60
III.4.1. The factor analysis for SEB, MASI, and COLS…………………………60
III.4.2. The reliability analysis for SEB, MASI, and COLS………………………61
III.4.3. The correlation analysis for the data collected in the quantitative study…..61
III.4.4. The selection of the representative students………………………………61
III.5. The Data Collect Methods for Qualitative Part of Study……………………………62
III.5.1. The interview questions of scientific epistemological beliefs……………62
III.5.2. The interview questions about conceptions of learning science…………63
III.5.3. The interview questions about conceptions of science assessment………65
CHAPTER IV: MAJOR FINDINGS……………………………………68
CHAPTER V: RESULTS AND INTERPERTATIONS…………………78
V.1. Students’ Scientific Epistemological Beliefs Derived from Scientific Epistemological Beliefs survey (SEB)………………………………………………79
V.1.1. The exploratory factor analysis of SEB survey……………………………79
V.1.2. The confirmatory factor analysis of SEB survey……………………………80
V.1.3. The interrelations between factors of the SEB survey……………………82
V.2. Students’ Metacognitive Awareness Obtained from Metacognitive Awareness regarding Science learning Inventory (MASI)………………………………………84
V.2.1. The exploratory factor analysis of MASI…………………………………84
V.2.2. The confirmatory factor analysis of MASI………………………………85
V.2.3. The interrelations between factors of the MASI survey……………………87
V.3. Students’ Conceptions of Learning Science Derived from Conceptions of Learning Science questionnaire (COLS)………………………………………………………88
V.3.1. The exploratory factor analysis of COLS…………………………………88
V.3.2. The confirmatory factor analysis of COLS…………………………………90
V.3.3. The interrelations between factors of the COLS survey………………92
V.4. The Interactions between Students’ Responses toward the SEB, MASI, and COLS…94
V.4.1. The relations between students’ responses toward SEB and MASI………94
V.4.2. The relations between students’ responses toward SEB and COLS………95
V.4.3. The relations between students’ responses toward MASI and COLS……… 99
V.4.4. The brief summary for the relationships among SEB, MASI, and COLS adopted by 240 students…………………101
V.5. The Selected Students’ Scientific Epistemological Beliefs Obtained from Interview…………………………103
V.5.1. The Interview framework for exploring selected students’ scientific epistemological beliefs……………………………………………103
V.5.2. The results of the selected students’ scientific epistemological beliefs……108
V.5.3. The associations between the selected students’ beliefs about the nature of knowledge and knowing………………………………………………110
V.6. The Selected Students’ Conceptions of Learning Science Gained from the Phenomenographic method……………………………………………………113
V.6.1. The categories of students’ conceptions of learning science………………113
V.6.2. The distribution of students’ conceptions of learning science………………118
V.6.3. The characterization for conceptions of learning science…………………119
V.7. The Selected Students’ Conceptions of Science Assessment Obtained from the Phenomenographic method…………………………………………………………122
V.7.1. The categories of students’ conceptions of science assessment……………122
V.7.2. The framework for describing the variations of students’ conceptions of science assessment………………………………………………127
V.7.3. The distribution of students’ conceptions of science assessment…………128
V.7.4. The relation between students’ conceptions of science assessment and their metacognitive awareness regarding learning science……………………129
V.7.5. The brief summary of students’ conceptions of science assessment………131
V.8. The Interplay between Selected Students’ Beliefs about the Scientific Epistemological Beliefs, Conceptions of Learning Science, and Their Conceptions of Science Assessment………………………………………………………………133
V.8.1. The interplay between students’ scientific epistemological beliefs and their conceptions of learning science gained from qualitative data……………133
V.8.2. The interplay between students’ scientific epistemological beliefs and their conceptions of science assessment gained from qualitative data…………135
V.8.3. The interplay between students’ conceptions of learning science and their conceptions of science assessment gained from qualitative data…………137
V.8.4. The brief summary for the relations among students’ scientific epistemological beliefs, conceptions of learning science and their conceptions of science assessment gained from qualitative data…………139
V.9. The Nested Ecology of Selected Students’ Beliefs about the Scientific Epistemological Beliefs, Conceptions of Learning Science, and Their Conceptions of Science Assessment………………………………………………………………141
V.9.1. The combinations among selected students’ scientific epistemological beliefs, conceptions of learning science, and their conceptions of science assessment gained from qualitative data………………………………….141
V.9.2. The various types of students’ nested ecology regarding science learning…144
V.10. The Role of Metacognitive Awareness on Scientific Epistemological Beliefs, Conceptions of Learning Science and Conceptions of Science Assessment……..151
CHAPTER VI: CONCLUSIONS AND RECOMMENDATIONS………153
VI.1. Conclusions……………………………………153
VI.2. Implications for Science Education………………………159
VI.3. Recommendations for Further Research………………162
BIBLIOGRAPHY……………………………………..……………..……...    165
APPENDIXES………………………………………………………………180
Appendix A: Scientific Epistemological Beliefs Survey (SEB)………………………    180
Appendix B: Metacognitive Awareness regarding Science Learning Inventory (MASI)..............................    183
Appendix C: Conceptions of Learning Science Questionnaire (COLS)……………….185
Appendix D: Interview Questions for Evaluating Scientific Epistemological Beliefs…190
Appendix E: Interview Questions for Evaluating Conceptions of Learning Science…..192
Appendix F: Interview Questions for Evaluating Conceptions of Science Assessment..…193



LIST OF TABLES
page
Table 2.1. The descriptions of the dimensions of epistemological theories……11
Table 2.2. The descriptions of Elder’s (2002) constructs………………………13
Table 2.3. The varied characteristics of NOS in Ziman’s (1984) dimension…..18
Table 2.4. The description of components and subcomponents for metacognition……………………………………………………….    25
Table 2.5. Conceptions of learning proposed by educators……………………    33
Table 2.6. The possible features of conceptions of learning science…………..39
Table 2.7. The studies conducted the conceptions of assessment……………..43
Table 3.1. The method of data collection for quantitative part and qualitative part of study……………………………49
Table 3.2. The interview framework about conceptions of science assessment............    66
Table 5.1. The exploratory factor analysis, reliability, factor means, and standard deviations of the SEB (n=240)………………....................    80
Table 5.2. The confirmatory factor analysis and reliability of the SEB (n=240)……………………………………...    81
Table 5.3. The interrelations between factors of the SEB survey (n=240)………………………………...    82
Table 5.4. The exploratory factor analysis, reliability, factor means, and standard deviations of the MASI (n=240)………………………….85
Table 5.5. The confirmatory factor analysis and reliability of the MASI (n=240)……………………………………..    86
Table 5.6. Students’ responses to the MASI (n=240)………………………….87
Table 5.7. The exploratory factor analysis, reliability, factor means, and standard deviations of the COLS (n=240)……………………....88
Table 5.8. The confirmatory factor analysis and reliability of the COLS (n=240)…………………………………91
Table 5.9. The interrelations between factors of the COLS (n=240)…………93
Table 5.10. The correlations between students’ responses toward SEB and MASI (n=240)……………………………………94
Table 5.11. The correlations between students’ responses toward SEB and COLS (n=240)……………………………    96
Table 5.12. The regression analysis for SEB factors predicting COLS factors (n=240)……………………………97
Table 5.13. The correlations between students’ responses toward MASI and COLS (n=240)………………………………………    100
Table 5.14. The framework for categorizing students’ scientific epistemological beliefs………………………………    104
Table 5.15. Results for selected students’ scientific epistemological beliefs (n=60)……………………………………    108
Table 5.16. The differences between constructivist and empiricist students’ responses to the Scientific Epistemological Beliefs (SEB) survey……………………………110
Table 5.17. The association among students’ beliefs about the nature of knowledge and the nature of knowing (n=60)…………………...    111
Table 5.18. Students’ conceptions of learning science gained from phenomenographic method (n=60)………………………………119
Table 5.19. Students’ conceptions of learning science characterized as cohesive and fragmented conception (n=60)……………………..120
Table 5.20. The differences between cohesive and fragmented students’ responses to the Conceptions Of Learning Science (COLS) questionnaire (n =60)……………….    121

Table 5.21. Students’ conceptions of science assessment gained from phenomenographic method (n=60)………………………………..    128
Table 5.22. Students’ conceptions of science assessment characterized as cohesive and fragmented conception (n=60)……………………...129
Table 5.23. The differences between cohesive and fragmented students’ responses to the MASI questionnaire (n =60)…………………….    130
Table 5.24. The association among students’ beliefs about the nature of knowledge and knowing and conceptions of learning science (n=60)………………………………………….134
Table 5.25. The association among students’ beliefs about the nature of knowledge and knowing and conceptions of science assessment (n=60)…………………………….    136
Table 5.26. The association among students’ conceptions of learning science and conceptions of science assessment (n=60)……………………138
Table 5.27. Possible combinations among selected students’ scientific epistemological beliefs, conceptions of learning science, and their conceptions of science assessment (n=60)………………………...143
Table 5.28. The varied types of selected students’ nested ecology regarding science learning found in this study……………………………..146



LIST OF FIGURES

page
Figure 2.1. The relation between domain-general and domain-specific epistemological beliefs……………………………………………..    12
Figure 2.2. The interrelations among personal epistemological beliefs, scientific epistemological beliefs, and NOS……………………….    21
Figure 2.3. The hypothetical nested ecology regarding science learning……...    47
Figure 3.1. The research design of this study…………………………………    51
Figure 5.1. The hypothesized roles of beliefs about knowing in metacognitive awareness and conceptions of learning science……………………    102
Figure 5.2. The hypothesized connections between the categories of conceptions of science assessment and conceptions of learning science…………………………………………………………….    132
Figure 5.3. The nested ecology model for describing the interrelations among scientific epistemological belief, conception of learning science and science assessment…………………………………………….    140
Figure 5.4. Two examples of nested ecology illustrated by selected students’ belief about nature of knowledge, belief about nature of knowing, conception of learning science and conception of science assessment…………………………………………………………    145
Figure 5.5. The relations among metacognitive awareness, scientific epistemological beliefs, conceptions of learning science, and conceptions of science assessment…………………………………    152
                                

Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82, 417–437.

American Association for the Advancement of Science. (1990). Science for all Americans. New York: Oxford University Press.

Ausubel, D. P. (1968). Educational psychology: a cognitive view. NY: Holt, Rinehart & Winston.

Bell, B. (2007). Classroom assessment of science learning. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 965-1006). Mahwah, NJ: Lawrence Erlbaum.

Bendixen, L. D., & Hartley, K. (2003). Successful learning with hypermedia: the role of epistemological beliefs and metacognitive awareness. Journal of Educational Computing Research, 28, 15-30.

Black, P. (2001). Dreams, strategies and systems: portraits of assessment past, present, and future. Assessment in Education, 8, 65-85.

Burnett, P. C., Pillay, H., & Dart, B. C. (2004). The influences of conceptions of learning and learner self-conception on high school students’ approaches to learning. School Psychology International, 24, 54-66.

Biggs, J. (1994). Approaches to learning: Nature and measurement of. In T. Husen, & T. N. Postlethwaite (Eds.), The international encyclopedia of education (2nd ed., Vol. 1) (pp. 319–322). Oxford: Pergamon.

Biggs, J. (2003). Teaching for Quality Learning at University (2nd ed.). The Society for Research into Higher Education & Open University Press, Buckingham.

Bollen, K. A. (1989). Structural equations with latent variables. New York: Wiley.

Broadfoot, P. (2002). Editorial: dynamic versus arbitrary standards: recognizing the human factor in assessment. Assessment in Education, 9, 157-159.

Brookhart, S. M., & Bronowicz, D. L. (2003). ‘I don’t like writing. It makes my fingers hurt’: students talk about their classroom assessment. Assessment in Education: Principles, Policy and Practice, 10, 221-242.

Brown, G. T. L. (2004). Teachers’ conceptions of assessment: implications for policy and professional development. Assessment in Education, 11, 301-318.

Brown, G. T. L., & Hirschfeld, G. H. F. (2007). Students’ conceptions of assessment and mathematics: self-regulation raises achievement. Australian Journal of Educational & Developmental Psychology, 7, 63-74.

Brown, G. T. L., & Hirschfeld, G. H. F. (2008). Students’ conceptions of assessment: links to outcomes. Assessment in Education: Principles, Policy and Practice, 15, 3-17.

Brown, G. T. L., Irving, S. E., Peterson, E. R., & Hirschfeld, G. H. F. (in press). Use of interactive-informal assessment practices: New Zealand secondary students’ conceptions of assessment. Learning and Instruction.

Bryan, L. A. (2003). Nestedness of beliefs: examining a prospective elementary teacher’s belief system about science teaching and learning. Journal of Research in Science Teaching, 40, 835-868.

Buehl, M. M., & Alexander, P. A. (2001). Beliefs about academic knowledge. Educational Psychology Review, 13, 325-351.

Buehl, M. M., Alexander, P. A., & Murphy, P. K. (2002). Belief about school knowledge: domain specific of domain general? Contemporary Educational Psychology, 27, 415-449.

Cano, F. (2005). Consonance and dissonance in students’ learning experience. Learning and Instruction, 15, 201-223.

Cano, F., & Cardelle-Elawar, M. (2004). An integrated analysis of secondary school students’ conceptions and beliefs about learning. European Journal of Psychology of Education, 19, 167-187.

Chan, K. W. (2007). Hong Kong teacher education students’ epistemological beliefs and their relations with conceptions of learning and learning strategies. The Asia Pacific-Education Researcher, 16, 199-214.

Chan, K. W., & Elliott, R. G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20, 817-831.

Chang, C.-Y., Hsiao, C.-H., & Barufaldi, J. P. (2006). Preferred-actual learning environment “spaces” and earth science outcomes in Taiwan. Science Education, 90, 420-433.

Chin, C., & Brown, D. E. (2000). Learning in science: A comparison of deep and surface approaches. Journal of Research in Science Teaching, 37, 109-138.

Chinn, C. A., & Malhotra, B. A. (2002). Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86, 175-218.

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, New Jersey: Lawrence.

Conley, A. M., Pintrich, P. R., Vekiri, I., & Harrison, D. (2004). Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, 29, 186-204.

Dahlin, B., & Watlins, D. (2000). The role of repetition in the processes of memorizing and understanding: a comparison of the views of German and Chinese secondary school students in Hong Kong. British Journal of Educational Psychology, 70, 65-84.

Dahlin, B., Watkins, D. A., & Ekholm, M. (2001). The role of assessment in student learning: The views of Hong Kong and Swedish lecturers. In D. A. Watkins & J. B. Biggs (Eds.), Teaching the Chinese learner: Psychological and pedagogical perspectives. (pp. 47-74). Hong Kong: University of Hong Kong, Comparative Education Research Centre.

Dart, B. C., Burnett, P. C., Purdie, N., Boulton-Lewis, G., Campbell, J., & Smith, D. (2000). Students’ conceptions of learning, the classroom environment, and approaches to learning. Journal of Educational Research, 93, 262-270.

Dochy, F., & McDowell, L. (1997). Assessment as a tool for learning. Studies in Educational Evaluation, 23, 279-298.

Downing, K., Ho, R., Shin, K., Vrijmoed, L., & Wong, E. (2007). Metacognitive development and moving away. Educational Studies, 33, 1-13.

Duell, O. K., & Schommer, M. (2001). Measures of people’s beliefs about knowledge and learning. Educational Psychology Review, 13, 419-449.

Duschl, R. A. (1990). Restructuring science education. New York: Teachers College Press.

Eklund-Myrskog, G. (1998). Students’ conceptions of learning in different educational contexts. Higher Education, 35, 299–316.

Elby, A. (2009). Defining personal epistemology: a response to Hofer & Pintrich (1997) and Sandoval (2005). Journal of the Learning Sciences, 18, 138-149.

Elder, A. D. (2002). Characterizing fifth grade students’ epistemological beliefs in science. In B. K. Hofer & P. R. Pintrich (Eds.). Personal Epistemology: the psychology of beliefs about knowledge and knowing. (pp. 347-364). Mahwah, NJ: Lawrence Erlbaum.

Ellis, R. A., Goodyear, P., Brillant, M., & Prosser, M. (2008). Student experiences of problem-based learning in pharmacy: conceptions of learning, approaches to learning and the integration of face-to-face and on-line activities. Advances in Health Sciences Education, 13, 675-692.

Ellis, R. A., Goodyear, P., Calvo, R. A., & Prosser, M. (2008). Engineering students’ conceptions of and approaches to learning through discussions in face-to-face and online contexts. Learning and Instruction, 18, 267-282.

Entwistle, N. J., & Entwistle, A. (1991). Contrasting forms of understanding for degree examinations: The student experience and its implications. Higher Education, 22, 205–227.

Falchikov, N. (1995). Peer feedback marking: Developing peer assessment. Innovations in Education and Teaching International, 32, 175-187.

Flavell, J. H. (1979). Metacognition and cognitive monitoring. American Psychologist, 34, 906-911.

Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational Research: an introduction (seventh ed.). NY: Allyn and Bacon.

Garner, R., & Alexander, P. A. (1989). Metacognition: answered and unanswered questions. Educational Psychologist, 24, 143-158.

Georghiades, P. (2004). From the general to the situated: three decades of metacognition. International Journal of Science Education, 26, 365-383.

Gijbels, D., & Dochy, F. (2006). Students’ assessment preferences and approaches to learning: can formative assessment make a difference. Educational Studies, 32, 399-409.

Guterman, E. (2003). Integrating written metacognitive awareness guidance as a ‘psychological tool’ to improve student performance. Learning and Instruction, 13, 633-651.

Hacker, D. J. (1998). Definitions and empirical foundations. In D. Hacker, J. Dunlosky, & A. Graesser (Eds.). Metacognition in educational theory and practice. Mahwah, NJ: Lawrence Erlbaum.

Hammer, D. (1995). Epistemological considerations in teaching introductory physics. Science Education, 74, 393-413.

Hashweh, M. Z. (1996). Effects of science teachers’ epistemological beliefs in teaching. Journal of Research in Science Teaching, 33, 47-63.

Hinkle, D. E., Wiersma, W., & Jurs, S. G. (1994). Applied statistics for the behavioral sciences (third edition). Boston, MA: Houghton Mifflin Company.

Hofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25, 378-405.

Hofer, B. K. (2001). Personal epistemology research: Implications for learning and teaching. Educational Psychological Review, 13, 353-383.

Hofer, B. K. (2002). Personal epistemology as a psychological and educational construct: an introduction. In B. K. Hofer, & P. R. Pintrich (Eds.). Personal Epistemology: the psychology of beliefs about knowledge and knowing. (pp. 3-14). Mahwah, NJ: Lawrence Erlbaum.

Hofer, B. K. (2004). Epistemological understanding as a metacognitive process: thinking aloud during online searching. Educational Psychologist, 39, 43-55.

Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67, 88-140.

Ibanez-Orcajo, M. T., & Martinez-Aznar, M. M. (2007). Solving problems in genetics, part III: change in the view of the nature of science. International Journal of Science Education, 29, 747-769.

Johansson, B., Marton, F., & Svensson, L. (1985). An approach to describing learning as a change between qualitatively different conceptions. In L. West & L. Pines (Eds.), Cognitive structure and conceptual change. (pp. 233–257). Orlando: Academic Press.

Jöreskog, K. G., & Sörbom, D. (1989). LISREL 8: User’s reference guide (2nd ed.). Lincolnwood, IL: SSI.

Kahn, E. A. (2000). A case study of assessment in a grade 10 English course. The Journal of Educational Research, 93(5), 276-286.

Kelloway, E. K. (1998). Using LISREL for structural equation modeling: A researcher’s guide. Newbury Park, CA: Sage.

Khishfe, R., & Abd-El-Khalick, F. (2002). Influence of explicit and reflective versus implicit inquiry-oriented instruction on sixth graders' views of nature of science. Journal of Research in Science Teaching, 39, 551-578.

Kitchener, K. S. (1983). Cognition, metacognition, and epistemic cognition: a three-level model of cognitive processing. Human Development, 26, 222-232.

Kizilgunes, B., Tekkaya, C., & Sunger, S. (2009). Modeling the relations among students’ epistemological beliefs, motivation, learning approach, and achievement. Journal of Educational Research, 102, 243-255.

Koballa, T., Graber, W., Coleeman, D. C., & Kemp, A. C. (2000) ‘Prospective gymnasium teachers’ conceptions of chemistry learning and teaching’. International Journal of Science Education, 22, 209–24.

Kuhn, D. (1999). A development model of critical thinking. Educational Researcher, 28 (2), 16-26.

Lederman, N. G. (2007). Nature of science: past, present, and future. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 831-880). Mahwah, NJ: Lawrence Erlbaum.

Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of nature of science questionnaire: toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39, 497– 521.

Lederman, N. G., & O’Malley, M. (1990). Students’ perceptions of tentativeness in science: Development, use, and sources of change. Science Education, 74, 225-239.

Lee, M.-H., & Chang, C.-Y. (2004). Development and exploration of the earth science classroom learning environment instrument (in Chinese). Chinese Journal of Science Education, 12, 421-443.

Lee, M.-H., Chang, C.-Y., & Tsai, C.-C. (in press). Exploring Taiwanese high school students’ perceptions of and preferences for teacher authority in the earth science classroom with relation to their attitudes and achievement. International Journal of Science Education.

Lee, M.-H., Johanson, R. E., & Tsai, C.-C. (2008). Exploring Taiwanese high school students’ conceptions of and approaches to learning science through a structural equation modeling analysis. Science Education, 92, 191-220.

Lee, M.-H., & Tsai, C.-C. (2005). Exploring high school students’ and teachers’ preferences toward the constructivist Internet-based learning environments in Taiwan. Educational Studies, 31, 149-167.

Lee, M.-H., Wu, Y.-T., & Tsai, C.-C. (in press). Research trends in science education from 2003 to 2007: a content analysis of publications in selected journals. International Journal of Science Education.

Li, J. (2001). Chinese conceptualization of learning. Ethos, 29, 111-137.

Li, J. (2003). U.S. and Chinese cultural beliefs about learning. Journal of Educational Psychology, 95, 258-267.

Li, W. S., & Hui, S. K. F. (2007). Conceptions of assessment of mainland china college lecturers: a technical paper analyzing the Chinese version of COA-III. The Asia Pacific-Educational Researcher, 16, 185-198.

Lin, H.-M., & Tsai, C.-C. (2008). Conceptions of learning management among undergraduate students in Taiwan. Management Learning, 39, 561-578.

Linder, C., & Marshall, D. (2003). Reflection and phenomenography: towards theoretical and educational development possibilities. Learning and Instruction, 13, 271-284.

Lonka, K., Joram, E., & Bryson, M. (1996). Conceptions of learning and knowledge: does training make a difference? Contemporary Educational Psychology, 21, 240-260.

Lonka, K., & Lindblom-Ylanne, S. (1996). Epistemologies, conceptions of learning, and study practice in medicine and psychology. Higher Education, 31, 5-24.

Marshall, D., Summer, M., & Woolnough, B. (1999). Students’ conceptions of learning in an engineering context. Higher Education, 38, 291-309.

Martinez-Fernandez, R. (2007). Conceptions of learning and metacognitive strategies in psychology undergraduates. Anales De Psicologia, 23, 7-16.

Marton, F. (1981). Phenomenography - describing conceptions of the world around us. Instructional Science, 10, 177-200.

Marton, F. (1986). Phenomenography - a research approach to investigating different understandings of reality. Journal of Thought, 3, 28-49.

Marton, F. (1994). Phenomenography. In T. Huson & T.N. Postlethwaite (Eds.), The International Encyclopedia of Education (2nd ed.)(pp. 4424-4429). Oxford: Pergamon Press.

Marton, F., Dall’Alba, G., & Beaty, E. (1993). Conceptions of learning. International Journal of Educational Research, 19, 277-299.

Marton, F., & Saljo, R. (1976). On qualitative differences in learning. I: Outcome and process. British Journal of Educational Psychology, 46, 4–11.

Marton, F., & Saljo, R. (1997). Approaches to learning. In F. Marton, D. Hounsell & N. Entwistle (Eds.), The experience of learning: Implications for teaching and studying in higher education (2nd ed.)(pp. 39–59). Edinburgh: Scottish Academic Press.

Marton, F., Watkins, D., & Tang, C. (1997). Discontinuities and continuities in the experience of learning: An interview study of high-school students in Hong Kong. Learning and Instruction, 7, 21-48.

McComas, W. F., Clough, M., & Almazroa, H. (1998). The role and character of the nature of science in science education. In W. F. McComas (Ed.), The nature of science in science education: Rationales and strategies (pp. 3–39). Dordrecht, The Netherlands: Kluwer Academic Publisher.

Meyer, J. H. F. (2000). An overview of the development and application of the Reflections on Learning Inventory (RoLI). Paper presented as the RoLI Symposium, Imperial College, London.

Minasian-Batmanian, L. C., Lingard, J., & Prosser, M. (2006). Variation in student reflections on their conceptions of and approaches to learning biochemistry in a first-year health sciences’ service subject. International Journal of Science Education, 28, 1887-1904.

Ministry of Education [MOE] (2001). The 1-9 Grades Science and Life Technology Curriculum Standards, Ministry of Education, Taiwan.

Ministry of Education [MOE] (2004). The 10-12 Grades Science and Life Technology Curriculum Standards, Ministry of Education, Taiwan.

Millar, R., & Osborne, J. (1998). Beyond 2000: Science education for the future. London: King’s College.

Muis, K. R., Bendixon, L. D., & Haerle, F. C. (2006). Domain-generality and domain-specificity in personal epistemology research: philosophical and empirical reflections in the development of a theoretical framework. Educational Psychological Review, 18, 3-54.

National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.

Perkins, D. N. (1992). Smart schools: from training memories to educating minds. New York: Maxwell Macmillan International.

Perry, W. G. (1970). Forms of intellectual and ethical development in the college years: A scheme. New York: Holt, Rinehart & Winston.

Peterson, E. R., & Irving, S. E. (2008). Secondary school students’ conceptions of assessment and feedback. Learning and Instruction, 18, 238-250.

Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice, 41, 219-225.

Pratt, D. D. (1992). Conceptions of teaching. Adult Education Quarterly, 42, 203-220.

Purdie, N., & Hattie, J. (2002). Assessing students’ conceptions of learning. Australian Journal of Educational & Developmental Psychology, 2, 17-32.

Purdie, N., Hattie, J., & Douglas, G. (1996). Student conceptions of learning and their use of self-regulated learning strategies: A cross-cultural comparison. Journal of Educational Psychology, 88, 87-100.

Ramsden, P. (1997). The context of learning in academic departments. In F. Marton, D. Hounsell & N. Entwistle (Eds.), The experience of learning: Implications for teaching and studying in higher education (2nd ed.)(pp. 198-217). Edinburgh: Scottish Academic Press.

Reid, A., Wood, L. N., Smith, G. H., & Petocz, P. (2005). Intention, approach and outcome: University mathematics students’ conceptions of learning mathematics. International Journal of Science and Mathematics Education, 3, 567-586.

Richardson, J. T. E. (1999). The conceptions and methods of phenomenographic research. Review of Educational Research, 69, 53-82.

Roth, W., & Roychoudhury, A. (1994). Physics students’ epistemologies and views about knowing and learning. Journal of Research in Science Teaching, 31, 5-30.

Ryan, A. G., & Aikenhead, G. S. (1992). Students’ preconceptions about the epistemology of science. Science Education, 76, 559–580.

Saljo, R. (1979). Learning in the Learner’s Perspective 1. Some Commonsense Conceptions. Gothenburg, Sweden: Institute of Education, University of Gothenburg.

Samuelowicz, K., & Bain, J. D. (2002). Identifying academics’ orientations of assessment practice. Higher Education, 43, 173-201.

Sandoval, W. A. (2005). Understanding students' practical epistemologies and their influence on learning through inquiry. Science Education, 89, 634-656.

Schommer, M. (1994). Synthesizing epistemological belief research: Tentative understandings and provocative confusions. Educational Psychology Review, 6, 292-319.

Schommer, M. (1998). The influence of age and education on epistemological beliefs. British Journal of Educational Psychology, 68, 551-562.

Schommer-Aikins, M. (2004). Explaining the epistemological belief system: Introducing the embedded systemic model and coordinated research approach. Educational Psychologist, 39, 19-39.

Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26, 113-125.

Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111-139.

Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7, 351-371.

Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14.

Shing, L. W., & King Fai, H. S. (2007). Conceptions of assessment of Mainland China college lectures: A technical paper analyzing the Chinese version of COAIII. Asian Pacific-Education Researcher, 16, 185-198.

Sinatra, G. M. (2001). Knowledge, beliefs, and learning. Educational Psychology Review, 13, 321-323.

Smabell, K., & McDowell, L. (1998). The construction of the hidden curriculum: messages and meanings in the assessment of student learning. Assessment and Evaluation in Higher Education, 23, 349-371.

Smabell, K., McDowell, L., & Brown, S. (1997). “But it is fair?” – an exploratory study of student perceptions of the consequential validity of assessment. Studies in Educational Evaluation, 23, 349-371.

Songer, N. B., & Linn, M. C. (1991). How do students’ views of science influence knowledge integration? Journal of Research in Science Teaching, 28, 761-784.

Sperling, R. A., Howard, B. C., Miller, L. A., & Murphy, C. (2002). Measures of children’s knowledge and regulation of cognition, Contemporary Educational Psychology, 27, 51-79.

Staver, J. R. (1998). Constructivism: Sound theory of explicating the practice of science and science teaching. Journal of Research in Science Teaching, 35, 501-520.

Stevens, J. (1996). Applied multivariate statistics for the social science (3rd ed.). Mahwah, NJ: Lawrence Erlbaum.

Stevenson, H. W., & Stigler, J. W. (1992). The learning gap. NY: Simon & Schuster.

Thomas, G. P. (2003). Conceptualisation, development and validation of an instrument for evaluating the metacognitive orientation of science classroom learning environments: The Metacognitive Orientation Learning Environment Scale –Science (MOLES-S). Learning Environments Research, 6, 175–197.

Thomas, G. P. (2004). Dimensionality and construct validity of an instrument designed to measure the metacognitive orientation of science classroom learning environments. Journal of Applied Measurement, 5, 367–384.

Thomas, G. P. (2006). An investigation of the metacognitive orientation of Confucian-Heritage culture and Non-Confucian-Heritage culture science classroom learning environments in Hong Kong. Research in Science Education, 36, 85-109.

Thomas, G. P., & McRobbie, C. M. (1999). Using metaphor to probe students’ conceptions of chemistry learning. International Journal of Science Education, 21, 667-685.

Tiwari, A., Lam, D., Yuen, K. H., Chan, R., Fung, T., & Chan, S. (2005). Student learning in clinical nursing education: Perceptions of the relationship between assessment and learning. Nurse Education Today, 25, 299-308.

Tsai, C.-C. (1998). An analysis of scientific epistemological beliefs and learning orientations of Taiwanese eighth graders. Science Education, 82, 473-489.

Tsai, C.-C. (2000). Relationships between student scientific epistemological beliefs and perceptions of constructivist learning environments. Educational Research, 42, 193-205.

Tsai, C.-C. (2002). Nested epistemologies: Science teachers’ beliefs of teaching, learning and science. International Journal of Science Education, 24, 771-783.

Tsai, C.-C. (2004). Conceptions of learning science among high school students in Taiwan: a phenomenographic analysis. International Journal of Science Education, 26, 1733-1750.

Tsai, C.-C. (2006). “Biological knowledge is more tentative than physics knowledge”: Taiwan high school adolescents’ views about the nature of biology and physics. Adolescence, 41, 691-703.

Tsai, C.-C., & Kuo, P.-C. (2008). Cram school students’ conceptions of learning and learning science in Taiwan. International Journal of Science Education, 30, 353-375.

Tsai, C.-C., & Liu, S. Y. (2005). Developing a multidimensional instrument for assessing students’ epistemological views toward science. International Journal of Science Education, 27, 1621–1638.

Tweed, R. G., & Lehman, D. R. (2002). Learning considered within a cultural context: Confucian and Socratic approaches. American Psychologist, 57, 89-99.

Vandergrift, L., Goh, C. C. M., Mareschal, C. J., & Tafaghodtari, M. H. (2006). The metacognitive awareness listening questionnaire: development and validation. Language Learning, 56, 431-462.

van Rossum, E. J., & Schenk, S. M. (1984). The relationship between learning conception, study strategy and learning outcome. British Journal of Educational Psychology, 54, 73-83.

Vermunt, J. D. (1996). Metacognitive, cognitive and affective aspects of learning styles and strategies: A phenomenographic analysis. Higher Education, 31, 25-50.

Vermunt, J. D., & Vermunt, Y. J. (2004). Patterns in student learning: relationships between learning strategies, conceptions of learning, and learning orientations. Educational Psychology Review, 16, 359-384.

Waters-Adams, S. (2006). The relationship between understanding of the nature of science and practice: the influence of teachers’ beliefs about education, teaching and learning. International Journal of Science Education, 28, 919-945.

Watkins, D., Dahlin, B., & Ekholm, M. (2005). Awareness of the backwash effect of assessment: a phenomenographic study of the views of Hong Kong and Swedish lecturers. Instructional Science, 33, 283-309.

Whitmire, E. (2004). The relationship between undergraduates’ epistemological beliefs, reflective judgment, and their information-seeking behavior. Information Processing and Management, 40, 97-111.

Yang, Y.-F., & Tsai, C.-C. (in press). Conceptions of and approaches to learning through online peer assessment. Learning and Instruction.

Zeidner, M. (1992). Key facets of classroom grading: a comparison of teacher and student perspectives. Contemporary Educational Psychology, 17, 224-243.

Ziman, J. (1984). An introduction to science studies: the philosophical and social aspect of science and technology. Cambridge: Cambridge University Press.

簡易檢索 / 詳目顯示

相關論文