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題名：建構知識型態對學習成就之影響分析
作者：李金連
作者(外文)：Lee King-Lien
校院名稱：國立臺灣師範大學
系所名稱：科學教育研究所
指導教授：趙金祁
學位類別：博士
出版日期：1999
主題關鍵詞：思維機能系統；知；情；意；functional system of thinking；understanding；feelings；intention
原始連結：連回原系統網址new window
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在哲學史、世界觀、以及社會心理學之文獻中，發現人的思維機能系統包括知、情、與意三要素，此三種機能構成完整人格的主體之表現，且三者諧和互動後之認識型態則形成了思維機制的不同層面。本文在觀點多元論中傾向於持量的原子論觀點，認為對於科學的知識表徵可以在不同的意義轄區中，經由主體內部知、情、意之基本因素的諧和互動後，而有其各自的表徵。但鑑於思維機能系統的知、情、與意之表徵方式頗多，基於科學教育領域的立場，研究祇關注在知的面向為持懷疑的觀點或持不懷疑的觀點，情的面向為社會制約或個人自發的情景影響，意的面向為典範式思考或敘述式思考，進而提出一主體建構知識的模型。根據上述論點，並依本研究的限制與目的，本文取較具有顯著八種建構知識之型態的樣本學生與學生的科學學習成就加以探究。
本研究測試之模式是以科學觀點量表之測試、藏圖測驗、與科學文章閱讀與思考方式測驗等三種紙筆測驗為基礎，結合原案分析法作二面向趨近方式之探究，來探討學生對其建構知識之型態與學習成就之關係。本研究以國立台北科技大學工程學系的403位大二學生作為樣本學生，進行三種紙筆測驗後，剔除無效或不符合樣本之樣本學生，選出具有八種建構知識之型態的各二位樣本進行原案分析。經量與質綜合研究分析與歸納發現：
1、 科學觀點量表、藏圖測驗、與科學文章閱讀與思考方式三者彼此之間的相關度低，且彼此間有顯著差異性存在，可視為三個獨立變數，此結果增強本研究所設定的座標之理論基礎，即本文所提出的建構知識之模型是合理的。
2、 個案對同一事件會因不同時間或空間而改變其本身所持之觀點，但在相對期間內對同一事件的觀點傾向則呈現較穩定之狀態。
3、 持懷疑的觀點或持不懷疑的觀點傾向的樣本學生對其科學之學習成就沒有顯著差異（其 P=0.923 ＞ 0.05）；受社會制約或個人自發的情景影響傾向的樣本學生對其科學之學習成就沒有顯著差異（其 P=0.165 ＞ 0.05）；具有典範式思考或敘述式思考傾向的樣本學生對其科學之學習成就有顯著差異（ P = 0.000＜ 0.05））；八種型態樣本學生對他們科學之學習成就的整體表現有顯著差異（ P = 0.001＜ 0.05）。
最後，藉由量的分析與質性分析的二面向探究方法，可以得知持特定建構知識之型態的學習者是如何獲得自己的科學學習成就之原因，並可看出持何種特定建構知識之型態的學習者將有較佳或較差的科學學習成就之趨勢。
The human functional system of thinking, as is mentioned in the literature on philosophy, world views and socio-psychology, consists of three elements: understanding, feelings, and intention, the so-called cognition, affection and conation, which contribute to the main performance of a complete personality. Moreover, when the three elements interact with each other in a harmonious manner, different aspects of thinking mechanism are therefore formed. This dissertation, of the multiple points of view, agrees to the quantitative atomism, with a conclusion that the intellectual performance of science knowledge may vary in the independent categories of meaning through the internal interactions of understanding, feelings, and intention for the learners. However, due to the various ways of performance in the functional system of thinking and based on the field of science education, I have done researches on the learners with doutbful/indoubtful viewpoints in the aspect of understanding, those with the influence of social constraints or personal self spontaneity in the aspect of feelings, and those with paradigmatic or narrative thinking in the aspect of intention. I, therefore, propose an intellectual model of knowledge construction for learners. Following the points mentioned above and the limitation and purpose of my study, I explore the main issue on the achievement for the learners who conform to the dominant eight knowledge construing models.
The model of this study is mostly based on three of the paper tests: science-oriented test, hidden figures test and scientific test on reading & thinking, together with the help of protocol analysis. A two-approach exploration is thus established to obtain further understanding on the co-relationship between the constructing knowledge for learners and their achievement. The subjects are made up of 403 sophomores from National Taipei University of Technology. Three types of writing tests are undergone. After the subjects--invalid or not valid for the specimens--are carefully taken out, two subjects from each of the eight models which conform to the knowledge-constructive learners are selected for further protocol analysis. Some of the main conclusions include:
a) There exists low co-relationship among the three tests: science-oriented test, hidden figures test and scientific test on reading and thinking. With difference so insignificant, the three tests can be considered to be three independent variables, the fact of which strengthens the coordinate theory of this dissertation, thus justifying my model of constructing knowledge for learners.
b) Individual subjects, concerning even the same event, vary their viewpoints due to the alteration of time or space. But during a relative period of time, they tend to possess a stable mental viewpoints when it comes to a single event.
c) The specimens students--who keep doubtful or indoubtful viewpoints--do not have significant learning achievements (whereas p=0.932 > 0.05). Those who are influenced by social constraints or personal self spontaneity do not have significant difference, either (whereas p=0.165 > 0.05). But those who are equipped with paradigmatic thinking or with narrative thinking, however, have much more significant difference (whereas p=0.000 <0.05). The entire performance for the eight models of learners differ a lot (whereas p=0.001 <0.05).
Finally, by the two-way approaches on the basis of both quality and quantity, we have a better access to understand how learners obtain their learning achievements for those who keep specific knowledge-constructing models; besides, we also tend to know more why different learners in different knowledge-constructing models may have better or worse achievements in learning science.
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楊文金（1997），從社會認同探討科學家意象的意義，尚未發表（參見楊莉川之民86年的碩士論文）。
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楊文金(民82c)，多重現實與電學概念理解研究，科學教育學刊，1（2），頁135一16O。new window
楊文金(民81)，在職國小教師對基本電路之概念研究，發表於中華民國第八屆科學教育學術研討會。
楊坤原（民85），高一學生認知風格、認知策略、遺傳學知識與遺傳學解題之研究，國立臺灣師範大學科學教育研究所博士論文。new window
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閻振興、高明、…等（民74），當代國語大辭典，百科文化事業股份有限公司，二版。
趙金祁（民86年），從科氏世界觀到克隆人在科教上引發的問題，「科學本質的對話」學術研討會專題論文，頁3-14。
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趙金祁、許榮富、黃芳裕(民82)， 科學哲學對組成科學知識之主張及其演變，科學教育月刊，第161期，頁4-17。
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劉德明(民81)， 科教學習理論和建構主羲之研究，花師數理教育學報，第1期， 頁109一138 。
鄭慧玲編譯（民74）（Pervin,L.A.原著）， 人格心理學，桂冠圖書股份有限公司，三版。
鍾聖校(民82)， 修正錯誤概念之教學研究，國科會專題研究， NSC-81-0111-S-152-501-N。
羅素（民77），西方哲學史，五南圖書出版公司，再版。
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