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研究生: 江姿萱
論文名稱: 家長的偽科學概念與帶孩子學科學的自我效能在參觀科教館的態度與意圖之研究
Parents’ pseudoscience attitude and self-efficacy in science learning affect the attitude and intention to take children to revisit the science museum
指導教授: 洪榮昭
Hong, Jon-Chao
王美文
Wang, Mei-Wen
學位類別: 碩士
Master
系所名稱: 社會教育學系
Department of Adult and Continuing Education
論文出版年: 2012
畢業學年度: 100
語文別: 中文
論文頁數: 105
中文關鍵詞: 計畫行為理論解構計畫行為理論博物館自我效能對科學的態度偽科學體驗價值參觀經驗
英文關鍵詞: theory of planned behavior model, decomposed theory of planned behavior model, museum, self-efficacy, attitude toward science, pseudoscience, experiential value, visitors experience
論文種類: 學術論文
相關次數: 點閱:153下載:0
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  • 計畫行為理論(theory of planned behavior, TPB)對於行為與意圖有很高的解釋能力,國內外研究已顯示受到相當程度的重視。故本研究運用計畫行為理論 (theory of planned behavior,TPB)模式以及解構計畫行為理論(decomposed theory of planned behavior,DTPB),以家長帶學童參觀為例,以家長做為研究對象,欲探討家長帶學童參觀科教館,參觀前對科學的態度、偽科學想法、帶孩童學科學的自我效能影響以及對參觀科教館時的體驗價值(experiential value)包含知識價值(epistemic value)、社會價值(social value)、情感價值(hedonic value)是否會有相關,並且會影響再次參觀科教館的意願。
    本研究運用問卷調查法來進行資料蒐集,所得研究結果如下:
    1.家長偽科學對自己帶孩童學科學的自我效能與對科學的態度為負向關係。
    2.家長對科學的態度對社會價值、情感價值為正向關係。
    3.家長帶自己孩童學科學的自我效能對知識價值、社會價值、情感價值為正向關
    係。
    4.家長的社會價值、情感價值對行為意圖為正向關係。
    本研究可提供博物館管理者參考,如何設計更適合參觀民眾的參觀內容。

    The theory of planned behavior model can highly explain the relationship between behavior and intention. Therefore, this study applied the theory of planned behavior model (TPB) and decomposed theory of planned behavior model (DTPB) to explore the relationship among the attitudes toward science, pseudoscience, self-efficacy from taking children learning science before visiting the museum, and experiential values after visiting museum which includes epistemic, social and hedonic value, and the intention to visit the museum again, by using parents who take children to visit the museum as this study objects.
    This study used questionnaire survey to collect data. The research found:
    1. Pseudoscience has negative correlation with attitude
    toward science and the self-efficacy from taking children
    to learn science.
    2. Attitude toward science is positive correlated with
    social value and hedonic value.
    3. Taking children to learn science self-efficacy has
    positive correlation with epistemic value, social value,
    and hedonic value.
    4. Social value and hedonic value is positive correlated
    with intention.
    The results of this study be applied to museum managers to promote scientific event.

    第一章 緒論………………………………………………………………………………………………1 第一節 研究背景與研究動機………………………………………………………………1 第二節 研究目的……………………………………………………………………………………4 第三節 名詞解釋……………………………………………………………………………………5 第二章 文獻探討……………………………………………………………………………………7 第一節 理論架構……………………………………………………………………………………8 第二節 參觀研究…………………………………………………………………………………20 第三節 對科學的態度…………………………………………………………………………24 第四節 偽科學………………………………………………………………………………………28 第五節 帶孩童學科學的自我效能……………………………………………………34 第六節 體驗價值…………………………………………………………………………………39 第三章 研究方法…………………………………………………………………………………42 第一節 研究設計與架構……………………………………………………………………43 第二節 研究步驟…………………………………………………………………………………45 第三節 研究參與者……………………………………………………………………………47 第四節 研究工具…………………………………………………………………………………48 第五節 研究期程…………………………………………………………………………………50 第六節 資料分析方法…………………………………………………………………………51 第四章 研究結果與分析……………………………………………………………………56 第一節 基本資料分析…………………………………………………………………………56 第二節 項目分析…………………………………………………………………………………60 第三節 內部信度與建構效度分析……………………………………………………68 第四節 差異性分析………………………………………………………………………………70 第五節 相關分析………………………………………………………………………………………76 第六節 模型適配度檢驗………………………………………………………………………79 第七節 研究假設驗證……………………………………………………………………………85 第八節 研究討論………………………………………………………………………………………87 第五章 結論………………………………………………………………………………………………89 第一節 結論及應用性建議……………………………………………………………………89 第二節 研究限制與未來研究建議………………………………………………………91 參考文獻………………………………………………………………………………………………………92 附 錄一 問卷…………………………………………………………………………………………102 附表目錄 表2-4-1科學與偽科學的比較表……………………………………………………………30 表4-1-1樣本分析情形……………………………………………………………………………58 表4-2-1偽科學項目分析表……………………………………………………………………61 表4-2-2對科學的態度項目分析表………………………………………………………62 表4-2-3帶孩童學科學的自我效能項目分析表…………………………………63 表4-2-4知識價值項目分析表………………………………………………………………64 表4-2-5社會價值項目分析表………………………………………………………………65 表4-2-6情感價值項目分析表………………………………………………………………66 表4-2-7行為意圖項目分析表………………………………………………………………67 表4-3-1內部信度與建構分析表…………………………………………………………69 表4-4-1性別T-test……………………………………………………………………………71 表4-4-2年齡F-test……………………………………………………………………………73 表4-4-3職業F-test……………………………………………………………………………75 表4-5-1相關分析表………………………………………………………………………………78 表4-6-1絕對適配指標……………………………………………………………………………80 表4-6-2相對適配指標……………………………………………………………………………82 表4-6-3精簡適配指標……………………………………………………………………………83 表4-6-4整體模式適配度檢驗分析表…………………………………………………84 表4-7-1「家長的偽科學概念與帶孩子學科學的自我效能在參觀科教館的態度與意圖之研究」模式假設驗證表……………………………………………………………………85 附圖目錄 圖2-1-1理性行動理論……………………………………………………………………………9 圖2-1-2計畫行為理論…………………………………………………………………………12 圖2-1-4解構計畫行為理論…………………………………………………………………16 圖3-1-1研究架構圖………………………………………………………………………………44 圖3-4-1研究步驟圖………………………………………………………………………………46 圖3-6-1SEM建立分析步驟圖………………………………………………………………53 圖4-7-1「家長的偽科學概念與帶孩子學科學的自我效能在參觀科教館的態度與意圖之研究」研究架構圖……………………………………………………………………………86

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