• 作者： 劉湘瑤、李麗菁、蔡今中
• 作者服務機構： 國立高雄師範大學環境教育研究所、台南縣新進國小、國立台灣科技大學技術及職業教育研究所
• 中文摘要： 本研究分析不同學科背景學生的科學認識觀，及其對社會性科學議題的抉擇判斷，並探討科學認識觀和議題抉擇思考之間有何關聯性。參與學生包括127位來自南部地區某國立大學一年級新生，理工主修學生有56人（44%），非理工科系學生共71人（56%）。研究工具包含兩份問卷，一份為多元面向之科學認識觀測量工具，檢測學生對於科學的創造性、理論依據性、暫時性、社會協調性、文化影響面等特性的瞭解；另一份為開放式問卷，包含兩個環境議題和相關論證的陳述，目的為檢測學生議題抉擇判斷時之訊息處理特性和思考模式。研究發現，在議題訊息選擇上偏好從制度、管理、成本效益等觀點論述的學生，以及具有批判性思考傾向者，在科學知識的暫時性面向得分較高，顯示認識信念與議題訊息處理模式間具有相關性。研究結果建議，應於大學課程中營造提昇科學認識觀的教學情境，教學設計可運社會性科學議題中有關科學與社會互動的關係，以增進學生批判思考和認識信念的成長。
• 英文摘要： This study mainly analyzed the differences between science and non-science major students' scientific epistemological views (SEV) and their decision makings on some socioscientific issues. Additional intent was to explore any relationships between SEVs and decision making strategies. A total of 127 freshmen, 56 science majors and 71 non-science majors, enrolled in a university in southern area were participated in this investigation. The first instrument was to assess students' understandings about the creative, theory-laden, and tentative nature of scientific knowledge, and the social negotiation in science community and culture impacts on science. Another open-ended questionnaire, including two environmental issues, was to examine participants' information pre-ferences and reasoning modes about the controversial issues. Results indicated that participants who use technical perspective to make arguments and who have critical thinking trait score higher on the "tentative" SEV subscale. These findings implied the role of SEVs on the decision making process. This study suggests that a better understanding of students' epistemological beliefs toward science would help science educators to develop and implement appropriate instruction that can enhance students' SEVs and critical thinking in college classrooms.
• 中文關鍵字： 大學生、社會性科學議題、抉擇判斷、科學認識觀
• 英文關鍵字： Undergraduates, Socioscientific Issues, Decision Making, Scientific Epistemological Views