- 作者: 古智雄、孫東志、陳文正、楊文金
- 作者服務機構: 1國立東華大學科學教育研究所; 2花蓮縣宜昌國小; 3國立臺灣師範大學科學教育研究所
- 中文摘要: :在科學中合理性的概念(the concept of rationality in science)素為科學哲學的重要議題,亦為科學教育研究所重視。本研究探討學童面對科學解釋(scientific explanations)之合理性判斷時,受到班級社會常模作用喚起熱認知現象(arousal of hot cognition)的察覺。研究工具為自編的「科學解釋合理性測驗卷」、「自我知覺問卷」與「小組討論工作單」。研究發現:在科學解釋之合理性判斷上,學童的確表現出從眾的熱認知現象。而實施班級小組討論後,學童能察覺到熱認知現象。在自我知覺方面,多數學童認為自己在科學解釋之合理性判斷上,不會受到班級社會常模的影響,而認為同儕較會受到影響。
- 英文摘要: The concept of rationality in science has been an important issue in the domain of science philosophy, and has been a focus in science education research also. The purpose of this study was to explore the arousal of hot cognition on children's judgment of scientific explanations under the intervention of social norms. The self-designed instruments "Rationality of scientific explanation test", "Self-perception test" and "Group discussion worksheet" were utilized to investigate the effect of arousal of hot cognition on children's judgment of scientific explanations. The main finding revealed that the extent to which hot cognition was aroused and affected children's judgment of scientific explanations was influenced by class social norms. After the treatment of small group discussion, most subjects aware their behavior of hot cognition on judgment. Analysis of children's self-perception regarding their judgment of the rationality of scientific explanations revealed that the majority of subjects believed that they were less influenced by social norms than their peers.
- 中文關鍵字: 判斷、科學合理性、順一致性、熱認知
- 英文關鍵字: