簡易檢索 / 詳目顯示

研究生: 商仲凱
Shang, Jung-Kai
論文名稱: 初探我國參加ISEF學生之特質與科展相關因素之分析
Exploring characteristics and experiences of International Science and Engineering Fair participants in Taiwan
指導教授: 張俊彥
Chang, Chun-Yen
學位類別: 碩士
Master
系所名稱: 科學教育研究所
Graduate Institute of Science Education
論文出版年: 2015
畢業學年度: 103
語文別: 中文
論文頁數: 52
中文關鍵詞: 國際科展堅毅指數人格特質量表追蹤研究
英文關鍵詞: International Science and Engineering Fair (ISEF), the Grit Scale, Big-Five personality, Follow-up study
論文種類: 學術論文
相關次數: 點閱:95下載:16
分享至:
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
  • 本研究針對參加美國國際科學展覽會(ISEF)學生進行追蹤調查與訪談,第一階段為問卷調查,內容包含基本資料、人格特質、科展歷程因素與科展經驗之影響,共有117位完成問卷填答。第二階段採取半結構式訪談,進一步探討受訪者之家庭教養、科展歷程、大學或職場歷程與參加科展因素,共有18位參與訪談。主要發現如下:(1)多數填答者家長具有較高學歷背景,家庭經濟狀況良好。填答者多數認為家中整體教養環境偏向自由民主,對其具有重要影響力。(2)填答者多數曾就讀數理資優班或科學班,對於學業具有較高自我滿意度,就業者具有較高職業成就滿意度。(3)人格特質量表(The mini-IPIP scale)顯示「想像力」平均數最高,「親和性」次之,「神經質」則偏低;堅毅指數(The Grit-S scale)較高,顯示填答者凡事較為努力堅持且有一致的興趣。(4)在科展歷程中:填答者認為最主要參賽動機為「好奇探索」與「興趣」,研究過程最大困難或阻礙為「學校課業壓力」,最大正面助益為「增加報告與表達能力」;導致獲獎與否的最重要因素為「題目取材」,影響科展活動歷程的最重要因素為「指導教授或教師」;理想科展指導者所應具備的最重要特質中,大學教授著重於「提供知識與實驗構想」,高中教師著重於「支持與陪伴」。ISEF經驗對於填答者有顯著正面影響,尤其是「認識自我潛能」、「自我學習」與「ISEF經驗的整體影響」等方面。(5)質性訪談顯示科展歷程中,外在因素(指導老師、學校規定、支持環境)對參與者的重要性:合適指導者引導有潛力的科展題目,對參展或獲獎機會提升有重要影響;最後根據結論提出數點建議,例如在校方、指導教授與家人之間尋求共識以建立更合適與支持科展的環境。

    The purpose of this study was to investigate the characteristics and experiences among Taiwanese participants who had joined International Science and Engineering Fair (ISEF). First, a quantitative survey measuring background information, Grit personality (The Grit-S scale), and Big-Five personality (Mini-IPIP scale) were completed by a total of 117 participants. After, an in-depth interview was conducted to explore the experiences of selected 18 ISEF participants. The major findings indicted that: (1) these surveyed participants presented higher scores on the items of socio-economic status, democratic parenting style, and family influence (subjective perception to be influenced by his or her family) than the average scores. (2) They had studied in gifted program and exhibited higher on academic satisfaction and job satisfaction than average scores. (3) On the Mini-IPIP scale, the surveyed participants displayed higher score on Intellect/Imagination followed by Agreeableness; however, lower in Neuroticism. In addition, these surveyed participants were grittier than the average score measured by the Grit-S scale. (4). Most respondents indicated that the major motivation in joining this competition was curiosity and interest; however, the most challenging factor was that they had to cope with pressure of schoolwork in the process of the competition. Being able to improve presentation skills was considered to be rewards for joining this science fair. Choice of topics was considered to be one of the most critical factors for gaining awards. With regard to the expected supporters in this process, these interviewed ISEF participants expected that college professors could instruct them more domain knowledge about the topic they aimed to explore. On the other hand, school teachers were expected to provide more emotional supports. Overall, these Interviewees regarded this experience as positive and rewarding for cultivating personal potentials as well as for feelings of accomplishments. (5) Interview data suggested the importance of external supports such as college professors, school teachers, and school regulations. College professors play an important role in advising a promising topic for gaining award. Based on the results, several possible explanations and suggestions are proposed such as providing a more supporting environment from the dimensions of high school context,cooperated college professors, and family members.

    第一章 緒論……………………………………………………………………1 第一節 研究背景………………………………………………………………1 第二節 研究目的………………………………………………………………2 第二章 文獻探討………………………………………………………………3 第一節 影響資優生生涯發展的相關因素……………………………………3 第二節 奧林匹亞與國際科展之相關追蹤研究………………………………4 第三章 研究方法………………………………………………………………6 第一節 研究流程………………………………………………………………6 第二節 研究對象………………………………………………………………8 第三節 研究工具………………………………………………………………10 第四節 資料整理與分析………………………………………………………11 第四章 研究結果分析與討論…………………………………………………14 第一節 基本資料分析…………………………………………………………14 第二節 人格特質描述…………………………………………………………19 第三節 參加ISEF競賽經驗………………………………………………… 20 第四節 質性訪談結果與討論 ……………………………………………… 26 第五章 結論與建議……………………………………………………………38 第一節 結論……………………………………………………………………38 第二節 建議……………………………………………………………………40 參考文獻…………………………………………………………………………… 41 附錄一……………………………………………………………………………… 44 附錄二……………………………………………………………………………… 52

    中文部份
    于曉平(2002)。雙親在資優生生涯發展中的角色之研究。特殊教育研究學刊,23,141-162。
    王文科(1994)。資優生成年後之社會成就水準、生活適應及其相關因素之研究。高雄:國立高雄師範大學特殊教育中心。
    吳武典、陳昭地(1999):我國參與國際奧林匹亞物理與化學奧林匹亞競賽學生的追蹤研究-環境影響之探討。特殊教育研究學刊,17,297-323。
    林良惠、吳永怡(2007)。影響數理資優者生涯發展相關因素之探究。特殊教育學術研討會論文集,35-54。
    林幸台(1993)。高中資優學生生涯輔導之實驗研究。中華輔導學報,1,1-24。
    徐國士、馮桂莊(2002):我國參加國際奧林匹亞數理學科競賽及國際科學展覽競賽得獎同學保送大學後表現之專案追蹤研究報告。教育部委辦國立台灣科學教育館研究。
    馮桂莊(2003):我國參與國際科技展覽競賽學生的追蹤研究–參賽經驗對學生生涯發展的影響。彰化師大教育學報,5,281-318。
    郭靜姿(2003):三十年資優學生的追蹤研究:發現與啟示。資優教育季刊,87,1-17。
    蘇孫鑫(2007)。高中資優生生涯發展、生涯決定因素之探索研究(未出版之碩士論文)。國立彰化師範大學輔導與諮商學系,彰化。
    Gladwell, M.(2009)。異數:超凡與平凡的界線在哪裡?(廖月娟譯)。台北:時報文化。(原著出版於2008)

    英文部份
    Baldasaro, R. E., Shanahan, M. J. & Bauer, D. J. (2013). Psychometric properties of the mini-IPIP in a large, nationally representative sample of young adults. Journal of Personality Assessment, 95, 74-84.
    Bloom, B. S. (1985). Developing talent in young people. New York: Ballantine.
    Collins, M. F., & Buller, J. R. (2003). Social exclusion from high-performance sport: Are all talented young sports people being given an equal opportunity of reaching the Olympic podium? Journal of Sport & Social Issues, 27, 420-442.
    Donnellan, M. B., Oswald, F. L., Baird, B. M., & Lucas, R. E. (2006). The mini-IPIP scales: tiny-yet-effective measures of the Big Five factors of personality. Psychological Assessment, 18(2):192-203.
    Duckworth, A. L., & Quinn, P. D. (2009). Development and Validation of the Short Grit Scale (Grit–S). Journal of Personality Assessment, 91(2), 166-174.
    Kerlinger, F. N. (1986). Foundations of behavioral research (3rd. ed.). New York: CBS College Publishing.
    McMillan, S. J. (1999). Health communication and the Internet: Relations between interactive characteristics of the medium and site creators, content ,and purpose. Health Communication, 11(4), 375-390.
    Penick, N. I., & Jepsen, D. A. (1992). Family functioning and adolescent career development. The Career Development Quarterly, 40, 208-222.
    Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011) Rethinking Giftedness and Gifted Education: A Proposed Direction Forward Based on Psychological Science. Psychological Science in the Public Interest, 12(1) 3–54.
    Subotnik, R. F., & Steiner, C. L. (1994). Adult manifestations of adolescent talent in science: A longitudinal study of 1983 Westinghouse Science Talent search winners, In R. F. Subotnik & K. D. Around (Eds.), Beyond Terman:Contemporary longitudinal studies of giftedness and talent (pp. 52-76). Norwood, NJ: Ablex.
    Watters, J. J. (2010). Career decision making among gifted students: The mediation of teachers.Gifted Child Quarterly, 54(3), 222-238.

    下載圖示
    QR CODE