頁籤選單縮合
題 名 | The Relationship between Biology Cognitive Preferences and Science Process Skills=生物認知偏好與科學過程技能的關係 |
---|---|
作 者 | 鄭湧涇; 黃秋純; 廖碧珠; | 書刊名 | Proceedings of the National Science Council : Part D, Mathematics, Science, and Technology Education |
卷 期 | 7:1 1997.01[民86.01] |
頁 次 | 頁38-45 |
分類號 | 524.46 |
關鍵詞 | 生物認知偏好; 科學過程技能; Biology cognitive preference; Science process skills; |
語 文 | 英文(English) |
英文摘要 | 本研究應用「生物認知偏好測驗 (TBCP)」探索臺北地區 (臺北市、縣) 總共1339 位國中一年級學生的生物認知偏好,並探應生物認知偏好與科學過程技能成就之間的關係。 研究結果顯示全體樣本的生物認知偏好型式,由高至低之順序為「發問質疑 (Q)> 原理原則 (P)、應用 (A)> 記憶 (R) 」,顯示臺北區的國中一年級學生於處理其所習得之生物知識時 , 最喜好批判發問而最不喜好記憶。 樣本之科學過程技能成就 (以「科學過程技能測驗 (TSPS) 的得分來代表 ) 與 Q 偏好的分數之間呈顯著正相關,與 R 偏好分數之間呈顯著負 相關 (p<0.01); 而與 P 與 A 偏好分數之間則無顯著相關存在。 當將樣本依 TSPS 的得分 畫分為高 (H)、中 (M) 與低 (L) 成就三群時, 單因子變異數分析 (ANOVA) 的結果顯示, 三群樣本的生物認知偏好型式有顯著差異存在。 表現較高之「發問質疑 (Q) 」與較低之「 記憶 (R) 」認知偏好的學生,其科學過程技能成就最高; 而表現較高之「應用 (A) 和原理 原則 (P) 」以及較低之「記憶 (R) 和發問質疑 (Q) 」偏好的學生, 其科學過程成就則最 差。一般而言,研究的結果顯示,科學過程技能成就高的學生之生物認知偏好與低成就學生 顯著不同。 relations were found between performance in science process skills and scores for the P and A preference modes. When the subjects were cate gorized into three different achievement levels, according to the TSPS scores, namely as high (H), medium (M), and low (L) achievers, oneway ANOVA revealed significant main effects for biology cognitive preferences across the three groups of subjects. A strong preference for questioning and a weak pref erence for recall of biological information were associated with high achievement in science process skills. On the other hand, strong preferences for application and principles and weak preferences for recall and questioning were associated with low achievement in science process skills. Generally, it was evident that the biology cognitive preference styles exhibited by high achievers were significantly different from those exhibited by low achievers. |
本系統中英文摘要資訊取自各篇刊載內容。