• 作者： 鄭湧涇
• 作者服務機構： 國立臺灣師範大學生物系
• 中文摘要： 本研究之積極目的有二：(一)在探討以推理能力測驗的方式來評估學童認知發展狀況的可行性。(二)在探討學童的認知發展與生物科學習成就的關係。研究的結果顯示，以適合我國學生的「皮亞傑推理能力測驗」來評估學生的認知發展狀況，與使用「皮亞傑面談測驗」的方式所獲得的結果相當一致；而且，信度和效度亦頗符合要求。 我國國中一年級女生的認知發展狀況與皮亞傑的理論尚稱符合，惟在「守恒概念」的發展層次上，略有差異。我國國中一年級女生，「長度守恒」概念的發展較慢，約比理論年齡晚三至四年。其他推理能力的發展，亦稍有差異。在國中一年級階段，女生的認知發展達形式操作期者，約僅佔10.76%，而仍於具體操作期或具體操作期以前者則佔 42.36%；另外大約有 46.88%的學童，則是屬於具體操作與形式操作的「過渡期」。 在相關研究方面，研究結果顯示學童的認知發展與IQ、學科成就測驗成績和生物科學習成就方面，均有極顯著之正相關存在（P＜0.001）。這個結果暗示了我國國中一年級的生物科教學有加以檢討的必要，至少在教材及教學方式上應該注意大約 90% 左右尚無法進行「形式思考」的學生，而不應只注意或照顧其餘 10% 左右的「形式思考者」（Formal thinker），否則將會造成學生學習興趣的低落。
• 英文摘要： A Piagetian Reasoning Test (PRT) was givento random sample of 314 seventh grade femalestudents. The result indicated that the psycho-logical parameters ordinarily measured by classi-cal Piagetian Interview (PI) method could bemeasured by PRT with a fairly high degree ofrelability and concurrent validity. Furthermore,the administration of the PRT to entire class ofstudents was easy and could be completed in avery short period of time. According to the data obtained in this study,90% of the subjects failed to reach the levelof formal thought. Namely, a large portion ofjunior high school female students was unableto develop understanding of abstract concepts.They were unable to perform formal reasoning.Therefore, a science teaching which deals withformal thinking or abstractions is inappropriatefor them. However, 47% of the subjects hasbeen found to develop partial formal reasoningabilities. They are partially formal thinkers interms of Piagetian intellectual developmentlevels. According to Piagetin theory, they couldbe encouraged to complete the transition ofcognitive development from concrete to formal-operational level through appropriate scienceteaching. However, the population sampled inthis study was fairly small. More researchshould be undertaken to determine to what ex-tent the cognitive development has reached inthe junior high school students from other partsof the country. A high significant positive correlation hasbeen found to exist between the PiagetianReasoning Test scores and achievement in bio-logy. The correlation coefficients between bio-logy final scores for two semester ,and the PRTscore were determined and found to be positiveand significant at 0.001 level (r=0.67 and 0.50respectively). This result suggested that a closelypositive correlation exist between student's cog-nitive development and achievement in biology.
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