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題 名 | 探討班級及課程評鑑因素對資優生在科學高層思考能力影響之研究=Study of the Effects of Class and Curriculum Structure on Gifted Elementary School Students' Scientific and Higher-Order Thinking |
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作 者 | 廖榮啟; | 書刊名 | 科學教育學刊 |
卷 期 | 16:5 2008.10[民97.10] |
頁 次 | 頁459-475 |
分類號 | 529.61 |
關鍵詞 | 階層線性模式; 科學充實課程; 科學高層思考能力; Hierarchical linear models; Scientific enrichment curriculum; Scientific higher-order thinking ability; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在評鑑國小資優生科學充實課程的成效,應用教師執行科學充實課程 評鑑問卷及國小科學高層思考能力測驗等工具,主要以階層線性模式(hierarchical linear models)探討資優班安置方式及課程評鑑性對資優生科學高層思考能力之影響。本研究 以國小資優班60 位教師及638 名資優生,為研究對象。研究主要結果:資優班類型的 不同,會影響國小資優生科學高層思考能力整體層面上的表現;獨立研究課程次數多 寡,也會影響資優生科學高層思考能力整體層面表現;教師在執行充實課程上,能夠 針對課程計畫、課程實施、課程評量、及自我專業成長上提升,對於資優生在科學高 層思考能力整體上的表現,都有很大的助益。根據研究結果,本研究分別對科學充實 課程的評鑑、教師自我專業成長及未來研究三方面提出建議。 |
英文摘要 | The purposes of this study were to investigate the current situation regarding the scientific higher-order thinking ability of elementary school gifted students, and to investigate the factors that influenced their scientific and higher-order thinking ability. Subjects of the study were 60 gifted-class teachers and 638 gifted elementary students. Results of the study were as follows: The factors of class and curriculum structure strongly predicted the improvement of scientific and higher-order thinking ability. Suggestions for evaluation of the sci-entific enrichment curriculum, teacher professional development and future researches are discussed. |
本系統中英文摘要資訊取自各篇刊載內容。