• 作者： 許育齡1、梁朝雲2、*許盛貴3 (通訊作者：梁朝雲)
• 作者服務機構： 1國立中央大學學習與教學研究所 2國立臺灣大學生物產業傳播暨發展學系 3桃園創新技術學院資訊管理學系
• 中文摘要： 本研究邀集臺灣地區修習科學領域(含理科與工科)大學生為研究對象，運用信度與效度穩定的問卷為研究工具，以結構方程模式探討心理與學習環境如何協同運作以預測學習者的科學想像力。結果顯示，心理與環境可整合為一透過內在動機與自我效能為中介的結構模式預測創始、構思與轉造等三種科學想像力。心理層面的生產認知與負向情緒，以及環境層面之文化特質對想像力有直接作用，且生產認知、正向情緒、學習資源、社會構成、文化特質還可透過程度不等的中介作用，間接預測科學想像力。本研究在探討內外在因素對想像力的直接與間接作用後，提出教師教學與學生自學之應用討論與後續研究建議。
• 英文摘要： The current study was aimed to analyze the factors of psychology and environment that could predict the students’ scientific imagination. The participants in this study were Taiwanese university students of science and technology. The results indicated that psychological and environmental factors integrated as the intrinsic motivation and self-efficacy mediating models could effectively predict the scientific imagination. It was found that the psychological factors of generative cognition and negative emotion, as well as the environmental factors of the human aggregate, had direct effects on scientific imagination. In addition, generative cognition, positive emotion, learning resources, social climate, and the human aggregate were shown to have different indirect effects on different kinds of scientific imagination. After the psychological and environmental predictive effects were explored, teaching and learning applications were also discussed, and further research suggestions were offered.
• 中文關鍵字： 內在動機、自我效能、科學想像力、學習模式
• 英文關鍵字： Intrinsic Motivation, Self-Efficacy, Scientific Imagination, Learning Model