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研究生: 莊嘉坤
論文名稱: 學生建構慎下斷語的科學態度之方式及其表徵模式分析
Analysis of representative model and constructing mode of
指導教授: 許榮富
Xu, Rong-Fu
趙金祁
Chao, Chin-Chi
學位類別: 博士
Doctor
系所名稱: 科學教育研究所
Graduate Institute of Science Education
畢業學年度: 82
語文別: 中文
論文頁數: 243
中文關鍵詞: 科學態度;慎下斷語;建構方式;表徵模式;社會認知scientific attitude;suspended judgment;constructing mode;
論文種類: 學術論文
相關次數: 點閱:166下載:23
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  •  本研究旨在探討學生慎下斷語的科學態度建構歷程的認知機制,以瞭解
    學生如何建構他們的科學態度。方法學方面,以許氏認知心理光譜分析法
    的理念,採作業式晤談與開放式紙筆測驗之聯合實施,以深入探討學生建
    構慎下斷語科學態度之深層結構,並結合近代測量理論之IRT多分量表
    模型的潛在類別分析,以提供更精緻的詮釋基礎。研究工具包括科學態度
    量表與開放式的紙筆測驗。研究樣本包括台北市、台北縣與屏東縣國小五
    、六年級學生共計706 人;接受晤談學生20 人。 在筆試與晤談資料的
    對應分析結果,發現接受晤談的學生中,系統思考者都具有慎下斷語的態
    度,在潛在類別分析中都屬於第三類群。捷思方式思考者,若能以日常生
    活經驗為依據而做捷思者,則具有慎下斷語的態度,其潛在類別類屬於第
    三類群;若缺乏證據而僅憑直覺以判斷者,則不具慎下斷語的態度,其潛
    在類別類屬於第二類群。語意不清者則因思考混亂,無法建構慎下斷語的
    科學態度,潛在類別分析中類屬於第一類群。研究的結果與建構主義的觀
    點相呼應,學生為主動對外界訊息建構意義的認知主體。其建構慎下斷語
    的歷程是對訊息的注意、知覺、思考策略、信念、及自我說服等歷程與長
    期記憶體大量訊息互動的結果。

    The purpose of this study is to investigate cognitive
    mechanisms of constructing process of students' scientific
    attitude about suspended judgment. Through a rationale of
    cognitive photospectum analysis offered by Dr. Shu. To joint
    task interview and opened test as a methodology, advanced to
    explore deep structure of students costruct scientific attitude
    about suspended judgment,and join latent classes analysis of
    ploychotomous scale model of IRT. and supply a more delicate
    basis of interpretation. research instrument include a
    scientific attitude scale and a opened test. Total 706 samples
    include Taipei and Pintung area elementary school 5 and 6 grade
    student, and 20 students are chosen as interview sample. The
    significant findings of the study are the students of heuristic
    and systematic thinking patterns have suspended judgment
    attitude, whose latent classes analysis are both belong to the
    3th category. But the students who judge for lack of evidence
    intuitively have no suspended judgment atttitude, and whose
    latent classes analysis belong to 2nd category. The pattern of
    semantic confusing students can not construct scientific
    attitude about suspended judgment,whose latent classes analysis
    belong to 1st category. The results are consistency with
    constructivism viewpoints .The student is a cognitive organism
    who can construct meaning from information outside
    automatically. The processes of constructing suspended judgment
    from outside information include attention, perception,
    thinking strategy, belief, and self-persuasion, also are those
    processes interaction with mass of information in long-term
    memory.
    The purpose of this study is to investigate cognitive

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