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題名：三～六歲幼兒的科學性推理：法則的歸納、證據的推衍、問題的驗證
書刊名：科學教育學刊
作者：莊麗娟 引用關係
作者(外文)：Chuang, Li-chuan
出版日期：2010
卷期：18:1
頁次：頁1-23
主題關鍵詞：因果推理；科學性推理；證據；驗證；Causal thinking；Evidence；Scientific reasoning；Testing
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(2) 博士論文(0) 專書(0) 專書論文(1)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:22
  • 點閱點閱:105
為了澄清晚近發展心理學的研究疑點，深入瞭解幼兒的科學性推理，本研究擴展國外研究設計，以較完整、明確、深入的方式，檢視80 名3〜6 歲幼兒在「法則的歸納」、「證據的推衍」、「問題的驗證」上的科學性推理。經一對一的深入晤談，兼用量化與質性分析，研究結果發現：(1)3 歲已能從系列證據中，歸納出因果法則，其思維已超越具體比對的層次，另涉及抽象的策略；(2)3 歲已能依據因果法則，推衍出一系列的證據，唯在「非因果性」情境中，較無法處理衝突性線索，呈現較多的偏誤；(3)若輔以系列性提問，3 歲幼兒亦能在此思考的引導下，形成驗證性設計，顯示幼兒的推理侷限，可能不在於無法作抽象思考，而在於無法同時處理大量訊息。整體而言，在科學性推理上，幼兒已超越直覺層次，隱含邏輯性的思維潛能。
Aiming at understanding young children’s scientific reasoning in order to clarify current issues in developmental psychology, this study traced 80 young children’s causal thinking. The researcher extended current research designs and further explored children’s generalizing rule, generating evidence and testing. Qualitative and quantitative analyses were employed after one-to-one interviews and the results revealed that: (1) 3-year-olds could already draw causal conclusion from evidence and employ abstract strategies without depending on concrete comparisons, (2) Based on given causality, 3-yearolds could generate serial evidence for supporting the given rules. However, in non-causal situations, they failed to employ the contradictory cues and therefore made more errors, (3) Supported with a serial of focused questions, 3-year-olds could formulate their testing design effectively. What they failed to show was the ability to process the massive information simultaneously, rather than to think abstractly. Inclusively, young children showed their potential for thinking logically without depending only on their intuition.
期刊論文
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2.Opfer, J. E.,、Bulloch, M. J.(2007)。Causal relations drive young children’s induction, naming,and categorization。Cognition，105(1)，206-217。  new window
3.Spelke, E. S.、Kinzler, K. D.(2007)。Core knowledge。Developmental Science，10(1)，89-96。  new window
4.莊麗娟(20090300)。三~六歲幼兒對生物本質的認知 : 內在結構、固有潛質、身分穩定性。中華心理學刊，51(1)，1-19。new window  延伸查詢new window
5.莊麗娟(20060300)。幼兒「重量概念」多元智能取向科學學習系統之建構。教育研究集刊，52(1)，59-92。new window  延伸查詢new window
6.莊麗娟(20080300)。幼兒「重量概念」多元智能取向科學學習系統之成效分析。教育與心理研究，31(1)，97-131。new window  延伸查詢new window
7.莊麗娟(20081000)。三～六歲幼兒對運動起因與軌跡的認知：自由落體、單擺與斜面運動。科學教育學刊，16(5)，515-541。new window  延伸查詢new window
8.莊麗娟(20080200)。三～六歲幼兒對「物、洞、影」實存性辨識之試探性研究。科學教育學刊，16(1)，1-23。new window  延伸查詢new window
9.Rose, S. A.、Blank, M.(1974)。The Potency of Context in Children's Cognition: An Illustration through Conservation。Child Development，45，499-502。  new window
10.Li, H.、Lin, C.、Zheng, C.、Gao, X.、Gao, S.(2005)。The influence of complexity and reasoning direction on children’s causal reasoning。Cognitive Development，20，87-101。  new window
11.Simpson, A., Riggs, K. J.,、Simon, M.(2004)。What makes the windows task difficult for young children: Rule inference of rule use?。Journal of Experimental Child Psychology，87，155-170。  new window
12.Frye, D.、Zelazo, P. D.、Palfai, T.(1995)。Theory of mind and rule-based reasoning。Cognitive Development，10(4)，483-527。  new window
13.Kuhn, D.(1989)。Children and adults as intuitive scientists。Psychological Review，96(4)，674-689。  new window
14.莊麗娟(20070200)。三～六歲幼兒對重量概念的認知：基礎認知與現象推理。科學教育學刊，15(1)，73-97。new window  延伸查詢new window
15.Kyllonen, P. C.、Christal, R. E.(1990)。Reasoning ability is (little more than) working-memory capacity?!。Intelligence，14(4)，389-433。  new window
16.林緯倫、連韻文(20010900)。如何能發現隱藏的規則﹖--從科學資優生表現的特色，探索提升規則發現能力的方法。科學教育學刊，9(3)，299-322。new window  延伸查詢new window
17.莊麗娟(20040600)。三～六歲幼兒對重量概念的認知：本質認知與保留推理。科學教育學刊，12(2)，159-182。new window  延伸查詢new window
18.Baillargeon, R.(2004)。How do infants learn about the physical world? Current Directions。Psychological Science，3，133-140。  new window
19.Carlson, S. M.,、Moses, L. J.(2001)。Individual differences in inhibitory control and children’s theory of mind。Child Development，72，1032-1053。  new window
20.Frye, D., Zelazo, P. D., Brooks, P.,、Samuels,M. C.(1996)。Inference and action in early causal reasoning。Developmental Psychology，32(1)，120-131。  new window
21.Gelman, S. A., Heyman, G. D.,、Legare, C. H.(2007)。Developmental changes in the coherence of essentialist beliefs about psychological characteristics。Child Development，78(3)，757-。  new window
22.Gopnik, A., Sobel, D. M., Schulz, L. E.,、Glymour, C.(2001)。Causal learning mechanismsin very young children: Two-three-, and four-year-olds infer causal relations from patterns of variation and covariation。Developmental Psychology，37(5)，620-629。  new window
23.Hala, S.,、Russell, J.(2001)。Executive control within strategic deception: A window on early cognitive development。Journal of Experimental Child Psychology，80，112-141。  new window
24.Hughes, C.,、Ensor, R.(2007)。Executive function and theory of mind: Predictive relations from ages 2 to 4。Developmental Psychology，43(6)，1447-1459。  new window
25.Klein, P. D.(1998)。The role of children’s theory of mind in science experimentation。Journal of Experimental Education，66(2)，101-124。  new window
26.Kuhn, D.、Garcia-Mila, M.、Zohar, A.、Adersen, C.(1995)。Strategies of knowledge acquisition。Monographs of the Society for Researchin Child Development，60(4)，1-127。  new window
27.McClelland, J. L.,、Thompson, R. M.(2007)。Using domain-general principles to explain children’s causal reasoning abilities。Developmental Science，10(3)，333-356。  new window
28.Ruffman, T., Perner, J., Olson, D. R.,、Doherty,M.(1993)。Reflecting on scientific thinking:Children’s understanding of the hypothesis evidence relation。Child Development，64(6)，1617-1636。  new window
29.Schauble, L.(1990)。Belief revision in children:The role of prior knowledge and strategies for generating evidence。Journal of Experimental Child Psychology，49(1)，31-57。  new window
30.Sobel, D. M., Tenenbaum, J. B.,、Gopnik, A.(2004)。Children’s causal inferences from indirect evidence: Backwards blocking and Bayesian reasoning in preschoolers。Cognitive Science，28(3)，303-333。  new window
31.Sodian, B., Zaitchik, D.,、Carey, S.(1991)。Young children’s differentiation of hypothetical beliefs from evidence。Child Development，62(4)，753-766。  new window
32.Tschirgi, J. E.(1980)。Sensible reasoning: A hypothesis about hypotheses。Child Development，51，1-10。  new window
33.Tytler, R.,、Peterson, S.(2004)。From “try it and see” to strategic exploration: Characterizing young children’s scientific reasoning。Journal of Research in Science Teaching，41(1)，94-118。  new window
34.Yeany, R. H.(1986)。Analyzing hierarchical relationships among modes of cognitive reasoning and integrated science process skills。Journal of Research in Science Teaching，23(4)，277-291。  new window
會議論文
1.Yoachim, C. M.,、Meltzoff, A. N.(2003)。Cause and effect in the mind of the preschool child。Park City, UT。  new window
研究報告
1.全中平(2002)。國民小學學童在力學概念學習之研究--運動與力、力矩及能量 (計畫編號：NSC90-2511-S-152-016)。台北市：國立台北教育大學自然科學教育系。  延伸查詢new window
2.林顯輝(2006)。國小學童物理科學迷思概念研究－大氣壓力部份。屏東市。  延伸查詢new window
3.邱美虹(2004)。台灣地區中學生「粒子與化學平衡」概念之心智模式與成因之研究。台北市。  延伸查詢new window
4.莊嘉坤(2001)。小學學生植物相關概念研究（子計畫三：植物光合作用概念研究）。屏東市。  延伸查詢new window
5.Schulz, L. E., Gopnik, A.,、Glymour, C.(2004)。Preschool children learn causal structure from conditional interventions。  new window
學位論文
1.陳亦媛(2003)。兒童歸納推理能力探究--影響兒童證據與假設協調能力的可能原因與解決之道(碩士論文)。國立臺灣大學。  延伸查詢new window
2.謝州恩(2004)。探究情境中國小學童科學解釋能力成長之研究，台北市。  延伸查詢new window
圖書
1.Kuhn, D.、Amsel, E. D.、O'Loughlin, M.(1988)。The development of scientific thinking skills。Academic Press。  new window
2.Gelman, S. A.(2003)。The Essential Child: Origins of Essentialism in Everyday Thought。Oxford University Press。  new window
3.Mandler, J. M.(2004)。The foundations of mind: Origins of conceptual thought。Oxford University Press。  new window
4.Inagaki, K.、Hatano, G.(2002)。Young children's naive thinking about the biological world。New York：Psychology Press。  new window
5.Piaget, J.(1930)。The child’s conception of physical causality。New York, NY：Harcourt, Brace & Company。  new window
6.Piaget, Jean(1929)。The child's conception of the world。Routledge and Kegan Paul。  new window
7.Flavell, John H.(1985)。Cognitive development。Englewood Cliffs, NJ：Prentice-Hall。  new window
8.Dunbar, K.,、Klahr, D.(1989)。Developmental differences in scientific discovery processes。Complex information processing: The impact of Herbert A.Simon。Hillsdale, NJ。  new window
9.Goswami, U.(1998)。Cognition in children。Psychology Press。  new window
圖書論文
1.DeLoache, J. S.、Miller, K. F.、Pierroutsakos, S. L.(1998)。Reasoning and problem solving。Handbook of child psychology: Cognition, perception, & language。New York：Wiley。  new window
 
 
 
 
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