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題 名 | 融入調整知識信念的教學策略對國中生知識信念轉變歷程之研究=The Study of Integrated Teaching Program for Changing Secondary School Students' Epistemological Beliefs |
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作 者 | 陳萩卿; 張景媛; | 書刊名 | 慈濟大學教育研究學刊 |
卷 期 | 5 2009.07[民98.07] |
頁 次 | 頁183-210 |
分類號 | 521.12 |
關鍵詞 | 知識信念; 教學策略; 轉變歷程; Epistemological beliefs; Teaching strategy; Change progress; |
語 文 | 中文(Chinese) |
中文摘要 | 知識信念是個人對學習與知識的基本假設,學生在學習時會自動活化這些假設而影響表現,因此有必要思考如何在教育情境中幫助學生發展知識信念。本研究探討知識信念的改變機制與教學原則,提出調整知識信念的教學策略並融入國中課程,分析實施後學生知識信念的改變效果與轉變歷程。本研究以國一四個班級學生為對象(實驗組人,對照組人),採準實驗設計進行十六週教學,以變異數分析來考驗教學效果,透過內容分析來瞭解知識信念的轉變。本研究發現調整知識信念的教學策略對學生知識信念有顯著效果,學生會調整其原有對學習與對知識的想法。 |
英文摘要 | Learners automatically activate their epistemological beliefs, that are identified as beliefs about knowing and knowledge, in the learning process, and have bearing on their learning performance; hence, the importance of using teaching strategies to develop students’ epistemological beliefs is indicated. This study ascertained the mechanisms and principles of changing epistemological beliefs, proposed the integrated teaching program for changing secondary school students’ epistemological beliefs, and then analyzed the effects after the teaching program. The participants were seventh graders partly assigned to the experimental group (N=52), and the contrast group (N=53) with original classes. The quasi-experiment design was applied and the observed data were conducted. The results showed that the teaching program was helpful for improving students’ beliefs about learning and knowledge. |
本系統中英文摘要資訊取自各篇刊載內容。