- 作者: 林振霖
- 作者服務機構: 彰化師範大學化學系
- 中文摘要: 本研究以邏輯思考團體測驗(GALT),統整科學過程技能測驗II(TIPS II),科學態度量表(SAS)與校外科學活動問卷(SAQ)等四種評量工具,研究我國國中學生(N=1892)的邏輯思考與統整科學過程技能。邏輯思考與統整科學過程技能在「性別」、「年級」與「認知發展水準」之間的差異,分別採用t-考驗或變異數分析考驗。邏輯思考,統整科學過程技能,科學態度與科學活動之間的相關也做了研究。茲將研究結果簡述如下: (1)全部國中學生的GALT與TIPS II的平均數與標準差分別為4.28,17.50與0.26,6.43。達於形式操作期的學生數,隨著年級的升級的升高而增加。(2)除「性別」外,還輯思考與統整科學過程技能在「年級」及「認知發展水準:之間的差異,達於顯著水準。(3)統整科學過程技能在「性別」之間的差異,未達於顯著水準,但是邏輯思考在「性別」之間的差異達於顯著水準。(4)邏輯思考與統整科學過程技能分別與「科學態度」、「科學活動:、「父母社經地位:之間均有正相關。
- 英文摘要: The logical thinking abilily and the integrated science process skills of seventh throughninth grade students (N=1892) in Taiwan were studied by four kinds of evaluation methods-Group Assessment of Logical Thinking(GALT), Test of Integrated Science Process SkillsII (TIPS II), Science Attitude Scale(SAS), and Science Activities(out of school) Question-naire (SAQ). Differences in sex, grade, and cognitive developmental levels on logicalthinking and integrated science process skills were tested by t-test or analysis of variance(ANOVA) respectively. The correlation among logical thinking, science process skills, attitudes towards science, and science activities of junior high school students were alsostudied. The following were the results of this study:(1)The mean and SD scores for all studentson GALT and TIPS II are 4.28, 17. 50, and 0.26, 6. 43, respectively. The number of studentsin the formal operation stage is increased with higher grades. (2) Besides sex, differencesin grades and cognitive developmental levels on logical thinking and integrated scienceprocess skills were all significant. (3) Differences in sex on integrated science process skillswere not significant, but on logical thinking were significant. (4) Logical thinking andscience process skills were positively correlated with attitudes to science, science activitiesand the socioeconomic status of parents.
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