- 作者: 楊坤原; 鄭湧涇
- 作者服務機構: 國立臺灣師範大學科學教育研究所; 國立臺灣師範大學生物學系
- 中文摘要: 本研究以臺北地區395名高一學生為研究對象,使用「認知策略調查表」、「藏圖測驗」與「遺傳學學習成就測驗」三項工具,探討認知策略、認知風格與遺傳學學習成就之間的關係。結果顯示,高一學生的認知風格較屬場地依賴型;男學生較女學生偏向場地獨立型(p<0.01),且場地獨立型的學生之遺傳學學習成就顯著優於場地依賴者(p<0.01)。男、女學生的認知策略並無顯著的差異;認知策略較好的學生之遺傳學學習成就顯著優於認知策略較差者(p<0.05)。男學生的遺傳學學習成就顯著高於女學生者(p<0.01)。高一學生的認知風格與認知策略無顯著相關存在。認知風格和認知策略二者與遺傳學學習成就則有顯著之正相關(p<0.01)。由迴歸分析得知,「認知風格」與「認知策略」兩變項共可解釋「遺傳學學習成就」約11.1%的變異量。
- 英文摘要:
This study employed the Inventory of Cognitive Strategies, Hidden Figure Test, and Test of Learning Achievement of Genetics to inquire into the relationships among cognitive strategies, cognitive style, and achievement of Genetics with a sample 395 tenth graders in Taipei area. Data analysis showed that the cognitive style of the subjects was field-dependent and male subjects were more field-independent than female subjects (p<0.01).There was no significant difference of cognitive strategies between male and female subjects.
The achievement in Genetics of the male subjects was significantly better than that of female subjects (p<0.01). Field-independent students performed better in test of Genetics than field-dependent students (p<0.01). Subjects with better cognitive strategies also performed better than students with poor cognitive strategies (p<0.05).
No significant correlation was found between cognitive style and cognitive strategies among the tenth graders, However, significant correlations were found between cognitive style, cognitive strategies and achievement in Genetics (p<0.01). Stepwise regression analysis indicated that cognitive style and cognitive strategies explained a total of 11.1% of the variance in the Genetics achievement scores. - 中文關鍵字: 高一學生; 認知風格; 認知策略; 遺傳學; 學習成就
- 英文關鍵字: Cognitive style; Cognitive strategy; Achievement of Genetics