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題 名 | 臺北公立高中(高一)學生科學過程技能和邏輯思考能力之探討研究=Relationships between Integrated Science Process Skill Achievement and Logical Thinking Abilities of Tenth Grade Public School Students in Taipei |
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作 者 | 熊召弟; | 書刊名 | 臺北師院學報 |
卷 期 | 9 1996.06[民85.06] |
頁 次 | 頁545-578 |
分類號 | 524.36 |
關鍵詞 | 科學過程技能; 邏輯思考; Science process skills; Logical thinking ability; Gender differences; |
語 文 | 中文(Chinese) |
中文摘要 | 學生的科學過程技能和邏輯思考能力的提升是科學教育的重要目標。本研究之就是 在探討臺北公立高中(高一)學生的這兩項認知能力。本研究目標是:(1)鑑定研究樣本(包 話:性別差異)就科學過程技能和邏輯思考能力的概況;(2)評估這兩項認知能力的關係。 六百三十五位高一學生(男生有323名,女生有312名)參與本研究,經使用統整科學 高程技能測驗卷(TIPS II)及邏輯思考團體測驗(GALT),結果指出:(1)科學過程技能和邏輯思 考能力之間有中等相關(r=.37, p<.0001),(2)科學過程技能和邏輯思考能力皆有男女差異;(3) 科學過程技能和邏輯思考能力皆有男女差異,男生優於女生;(3)科學過程技能的邏輯思考能 力可互為對方的預測變數。結論、教育上的意義及未來研究的建議都根據這些發現在本文中 加以討論。 |
英文摘要 | Improvement of student's process skills and logical thinking abilities is a natural goal of science education. The intent of this study was to examine these two cognitive skills of Chinese high school students. The purposes of this study were: (1) to identify the level of science process skill achievement and logical thinking ability of senior high students in Taipei public schools across one factor: gender. (2) to assess the relationship between science process skill achievement and logical thinking abilites. Six hundred thirty-five tenth grade students (male=323, female=312) participated in this study. The Test of Integrated Process Skills II (TIPS II in Chinese version) and the Group Assessment of Logical Thinking (GALT in Chinese version) were used to measure students' science process skills and logical thinking abilities performance. Analysis of variance, simple correlation analysis, general linear model, and factor analysis were used to analyze data. The results showed that: (1) there was a significant but moderate correlation coefficient between integrated science process skills and logical thinking abilities, r=.37 (p<.0001); (2) there were significant gender differences in science process skill achievement and logical thinking abilities, males outperformed females; (3) Either TIPS II or GALT was predictor for each other. Based upon the findings, conclusions, educational implications, and suggestions for further research were also discussed. |
本系統中英文摘要資訊取自各篇刊載內容。