- 作者: 鄭湧涇; 黃秋純; 廖碧珠
- 作者服務機構: 國立台灣師範大學生物學系; 中和高級中學
- 中文摘要: 本研究應用「生物認知偏好測驗(TBCP)」探索台北地區(台北市、縣)總共1339位國中一年級學生的生物認知偏好,並探討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)」,顯示台北地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和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。
- 英文摘要: This study employed the Test of Biology Cognitive Preference (TBCP) to determine the biologycognitive preference styles of 1,339 seventh grade students in the Taipei area of Taiwan. The relationshipbetween biology cognitive preferences and achievement in science process skills was then explored. The results showed that the subjects exhibited a cognitive preference style of Questioning (Q)>Principles (P), Applications (A)>Recall (R). This indicated that the subjects displayed the highestpreference for questioning and the lowest preference for memorizing biological information presentedto them. Performance in science process skills was measured by the Test of Science Process Skills (TSPS).Results from TBCP and TSPS were analyzed using a correlation technique. TSPS scores correlatedpositively with Q preference scores, but negatively with R preference scores in biology (p<0.01).However,no significant correlations were found between performance in science process skills and scores for theP and A preference modes. When the subjects were categorized into three different achievement levels, according to the TSPSscores, namely as high (H), medium (M), and low (L) achievers, oneway ANOVA revealed significantmain effects for biology cognitive preferences across the three groups of subjects. A strong preference for questioning and a weak preference for recall of biological informationwere associated with high achievement in science process skills. On the other hand, strong preferencesfor application and principles and weak preferences for recall and questioning were associated with lowachievement in science process skills.Generally, it was evident that the biology cognitive preferencestyles exhibited by high achievers were significantly different from those exhibited by low achievers.
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