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題名 | 生物認知偏好與教學能力相關屬性的關係=The Relationship between Biology Cognitive Preferences and Teacher Attributes Related to Teaching Competency |
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作者 | 鄭湧涇; | 書刊名 | 師大學報. 科學教育類 |
卷期 | 43:1 1998.04[民87.04] |
頁次 | 頁47-61 |
分類號 | 521.12 |
關鍵詞 | 生物認知偏好; 生物教材能力; 生物探討技能; 科學態度; 教學能力; 對科學的本質的了解; Biology cognitive preferences; Biology subject matter competency; Biology inquiry skills; Teaching competency; Understanding of the nature of science; |
語文 | 中文(Chinese) |
中文摘要 | 本研究探索職前及在職生物教師之生物認知偏好風格,並探究認知偏好與教學能力相關屬性的關係。結果顯示,全體樣本之生物認知偏好取向為Q(批判質疑)、P(原理原則)> A (知識應用) > R (記憶),表示生物教師於處理生物學知識時,偏好對知識批判質疑和掌握知識之原理原則,而不喜記誦科學知識。職前(Sr)、本科系(BM)和非本科系(NBM)三群生物教師之生物認知偏好風格有顯著差異,Sr之生物認知偏好取向為Q>P、A>R,表現「高Q偏好、低R偏好」;BM之生物認知偏好取向為Q、P、A>P,表現「高Q、P、A偏好,低R偏好」;NBM之生物認知偏好取向為P>A、R、Q,表現「高P偏好,低A、R、Q偏好」。Sr和BM對Q認知偏好型式的偏好顯著高於NBM,對R和P型式的偏好則顯著低於NBM。生物教師之生物教材能力和科學態度與Q偏好型式有正相關,與R偏好型式呈負相關,與P和A偏好型式之間則無顯著相關。職前生物教師之生物探討技能和「對科學的本質的了解」與P偏好型式呈正相關,而與其他三項認知偏好型式之間則無顯著相關。若將樣本依Q-R分數的高低,分成Q(批判分析)型、M(中間)型和R(記憶知識)型,變異數分析的結果顯示,Q型教師的生物教材能力和科學態度顯著優於M型和R型教師,而M型和R型教師之間則無顯著差異。 |
英文摘要 | This study investigated the biology cognitive preferences of pre- and in-service biology teachers and examined the relationships between cognitive preferences and teacher attributes related to teaching competency. The results showed that the subjects exhibited a cognitive preference style of Questioning (Q), Principles (P) > Application (A) > Recall (R). This indicated that the subjects displayed a strong preference for questioning and principles and a weak preference for memorizing biological information. Significant differences in the biology cognitive preference styles were found among three groups of sub-jects, namely, preservice (Seniors), biology-major (BM) and nonbiology-major (NBM) biology teachers. Seniors exhibited a cognitive preference style of Q>P, A>R which indicated a strong preference for questioning and a weak preference for recall. BM exhibited a cognitive preference style of Q, P, A>R which indicated a strong preference for questioning, principles and application and a weak preference for recall. While NBM exhibited a cognitive preference style of P > A, R, Q which indicated a strong preference for principles and a weak preference for application, recall, and questioning. In addition, Seniors and BM showed a higher preference for Q mode and a lower preference for R and P modes than NBM. Biology subject-matter competency and scientific attitudes correlated positively with Q pref-erence mode, but negatively with R preference mode. However, no significant correlation was found be-tween biology subject matter competency, scientific attitudes and P and A preference modes. Biology inquiry skills and the understanding of the nature of science of preservice teachers correlated positively with P preference mode. But, no significant correlation was found between the two teacher attributes and the other three cognitive preference modes. The subjects were further categorized into three groups based on Q-R scores, namely as Q-type (critical questioning), M-type (Medium), and R-type (memoriz-ing information). Oneway ANOVA revealed that the biology subject matter competency and scientific attitudes of Q-type teachers were significant better than those of M- and R-type teacher groups. While no significant differences were found between M- and R-type teacher groups. |
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