- 作者： 洪振方; 謝甫佩
- 作者服務機構： 國立高雄師範大學科學教育中心
- 中文摘要：
本研究旨在評價「科學思考中情意反應、思考習性、創造思考與推理」的多元
模式，以找出最佳模式，探討理論模式內潛在變項間的相互影響。受試者有171 位國
二學生，研究工具為情意反應量表、思考習性量表、科學推理測驗，以及科學創造思
考測驗。研究發現：模式七為最佳模式，與觀察資料適配。此模式顯示：情意反應對
思考習性有直接影響，對科學創造思考與科學推理有直接與間接影響；思考習性對科
學創造思考有直接影響，對科學推理為間接影響；科學創造思考對科學推理有直接影
響。據此結果可知，科學思考模式可以用來解釋與預測學生科學思考的表現，以及科
學思考時情意反應、思考習性、創造思考與推理的關係。文末提出科學教學及後續研
究的建議。 - 英文摘要：
The purpose of this study is to evaluate the 12 SEM scientific thinking models for affective
response, thinking disposition, scientific creative thinking, and scientific reasoning with the data from
171 valid questionnaires collected. Instruments used include Affective Response Scale, Thinking
Disposition Scale, Classroom Test of Scientific Reasoning, and Scientific Creative Thinking Test.
Results indicated the 7th scientific thinking model was the best model, and the majority of the fit
indices have indicated good fit of the best model to the data. The main findings included (1) Affective
response had significantly direct effects on thinking disposition, direct and indirect effects on
scientific creative thinking and scientific reasoning; (2) Thinking disposition had significantly direct
effects on scientific creative thinking, and indirect effects on scientific reasoning; (3) Scientific
creative thinking had a significantly direct effect on scientific reasoning. These results indicated that
best model could be used to explain and predict the performance and the relationships of affective
response, thinking disposition, scientific creative thinking and scientific reasoning in students’
scientific thinking. Implications for science teaching and future research were discussed. - 中文關鍵字： 思考習性、科學思考、科學推理、科學創造思考、情意反應
- 英文關鍵字： Thinking Disposition, Scientific Thinking, Scientific Reasoning, Scientific Creative Thinking, Affective Response
