由認識觀發展的角度探討國小學童對科學探究過程之看法_

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題名：	由認識觀發展的角度探討國小學童對科學探究過程之看法
書刊名：	科學教育學刊
作者：	林美馨／楊芳瑩
作者(外文)：	Lin, Mei-hsin／Yang, Fang-ying
出版日期：	2011
卷期：	19:6
頁次：	頁531-548
主題關鍵詞：	科學探究；認識觀；Science inquiry；Epistemology
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(1) 博士論文(1) 專書(0) 專書論文(0) 排除自我引用:1 共同引用:0 點閱:54

本研究的目的旨在以個人認識觀發展的角度探討國小學童對科學探究看法之現況。研究工具為「科學探究看法問卷」，採開放性的問答方式，針對120位三、六年級與男、女各半的學童做施測，此科學探究問卷包含：科學活動、科學方法與科學證據等三個面向。施測完畢後，根據過去研究發展出的認識觀架構，進行內容解碼分析，並進行評分者一致性的百分比考驗。主要研究發現如下：(1)在科學活動方面，三年級學童大部分持前實證觀觀點，六年級才有較多的實證觀點；(2)三、六年級學童在科學方法上，大都持有前實證觀點；(3)三、六年級學童針對科學證據的本質所提出的看法則大都屬實證認識觀點，並有朝向多元觀發展之趨勢；(4)男、女生在科學探究過程的三個面向，即科學活動、科學方法與科學證據的看法上沒顯著差異；(5)三、六年級學童在科學活動、科學證據的看法上有顯著不同，但在科學方法方面則沒有顯著差異。

以文找文

The purpose of this study is to explore epistemological perspectives regarding scientific inquiry among elementary school students. The research tool was the “Views Of Science Inquiry” (VOSI) questionnaire. The participants were 120 third and sixth grade students, half of which are male and half are female. A coding scheme developed by Yang et al. (2008) was modified and applied to content analysis, and a chisquare test was conducted for evaluator consistency. The results showed that epistemological perspectives regarding scientific inquiry among third grade students can be classified into at least four categories, namely, pre-positivist, positivist, multiplist, and constructivist positions. Most third grade participants held a prepositivist position, while many sixth graders showed a positivist viewpoint toward scientific activities. Regarding epistemological perspectives concerning scientific methods, both third and sixth graders occupied a pre-positivist position. In regard to scientific evidence, the majority of third and sixth grade students displayed a positivist position, while some began to express a multiplist view. There was no significant gender difference in epistemological perspectives regarding scientific activities, methodology, and evidence. However, the third and sixth grade participants showed significant differences in their views regarding scientific activities and evidence, but not scientific methods. The research findings support the premise that epistemological perspectives regarding scientific inquiry are undergoing development during these years.

以文找文

期刊論文
1.	Lederman, N. G.、Abd-El-Khalick, F.、Bell, R. L.、Schwartz, R. S.(2002)。Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science。Journal of Research in Science Teaching，39(6)，497-521。
2.	Yang, F. Y.(2005)。Student Views Concerning Evidence and the Expert in Reasoning a Socioscientific Issue and Personal Epistemology。Educational Studies，31(1)，65-84。
3.	Tsai, C. -C.、Liu, S. -Y.(2005)。Developing a Multidimensional Instrument for Assessing Students' Epistemological Views toward Science。International Journal of Science Education，27(13)，1621-1638。
4.	Bell, R. L.、Blair, L. M.、Crawford, B. A.、Lederman, N. G.(2003)。Just Do It? Impact of a Science Apprenticeship Program on High School Students' Understandings of the Nature of Science and Scientific Inquiry。Journal of Research in Science Teaching，40(5)，487-509。
5.	Tsai, Chin-Chung(1998)。An Analysis of Scientific Epistemological Beliefs and Learning Orientations of Taiwanese Eighth Graders。Science Education，82(4)，473-489。
6.	Kuhn, D.(1993)。Science as argument: Implication for teaching and learning scientific thinking。Science Education，77(3)，319-317。
7.	Kuhn, D.(1999)。A developmental model of critical thinking。Educational Researcher，28(2)，16-25。
8.	Novak, J. D.(1993)。Human constructivism: A unification of Psychological and epistemological phenomena in meaning making。International Journal of Personal Construct Psychology，6，169-193。
9.	Nussbaum, Joseph(1989)。Classroom conceptual change: Philosophical perspectives。International Journal of Science Education，11(5)，530-540。
10.	Carey, Susan(1986)。Cognitive science and science education。American Psychologist，41(10)，1123-1130。
11.	Lederman, N. G.(1992)。Students' and teachers' conceptions of the nature of science: A review of the research。Journal of Research in Science Teaching，29(4)，331-359。
12.	Baxter-Magolda, M. B.(2004)。Evolution of a Constructivist Conceptualization of Epistemological Reflection。Educational Psychologist，39(1)，31-42。
13.	Hofer, B. K.、Pintrich, P. R.(1997)。The Development of Epistemological Theories: Beliefs about Knowledge and Knowing and Their Relation to Learning。Review of Educational Research，67(1)，88-140。
14.	Baxter Magolda, M. B.(1987)。The affective dimension of learning: Faculty-student relationships that enhance intellectual development。College Student Journal，21(1)，46-58。
15.	Liu, S.-Y.、Tsai, C.-C.(2008)。Differences in the scientific epistemological views of undergraduate students。International Journal of Science Education，30(8)，1055-1073。
16.	Metz, K. E.(2004)。Children' s understanding of scientific inquiry: Their conceptualization of uncertainty in investigations of their own design。Cognition and Instruction，22(2)，219-290。
17.	Sandoval, W. A.(2005)。Understanding students' practical epistemologies and their influence on learning through inquiry。Science Education，89(4)，634-656。
18.	Wallace, C. S.、Tsoi, M. Y.、Calkin, J.、Darley, M.(2003)。Learning from inquirybased laboratories in nonmajor biology: An interpretive study of the relationships among inquiry experience, epistemologies, and conceptual growth。Journal of Research in Science Teaching，40(10)，986-1024。
19.	Tsai, C. -C.(2006)。Reinterpreting and reconstructing science: Teachers' view changes toward the nature of science by courses of science education。Teaching and Teacher Education，22(3)，363-375。
20.	Yang, F. -Y.、Tsai, C:-C.(2010)。Reasoning about science-related uncertain issues and epistemological perspective among children。Instructional Science，38(4)，325-354。
21.	King, P. M.、Kitchener, K. S.(1993)。The development of reflective thinking in the college years: The mixed results。New Directions for Higher Education，84，25-42。

會議論文
1.	Lederman, J. S.、Lederman, N. G.(2005)。Developing and assessing elementary teachers' and students' understandings of nature of science and scientific inquiry。The annual meeting of the National Association for Research in Science Teaching，(會議日期: 2016, December, 8-10)。Dallas, Texas。
2.	Wen, M. L.、Lm, Y.-W.(2007)。Domain-general and domain-specific science epistemological beliefs of science students of biology, chemistry, and physics majors。New Orleans, LA。
3.	Yang, F. -Y.、Hsu, Y.-S.、Tsai, M.-J.(2008)。A cross-analysis for high-school students' personal epistemology and understandings about inquiry。Baltimore, ML。

學位論文
1.	Edmonson, K. M.(1989)。The influence of students' conceptions of scientific knowledge and their orientations to learning on their choices of learning strategy in a college introductory level biology course。Cornell University，Ithaca, NY。

圖書
1.	Baxter-Magolda, M. B.(1992)。Knowing and reasoning in college: Gender-related patterns in students' intellectual development。San Francisco：Jossey-Bass。
2.	教育部(2003)。國民中小學九年一貫課程綱要，自然與生活科技學習領域。台北：教育部。延伸查詢
3.	King, P. M.、Kitchener, K. S.(1994)。Developing Reflective Judgment: Understanding and Promoting Intellectual Growth and Critical Thinking in Adolescents and Adults。San Francisco, California：Jossey-Bass Publishers。
4.	Perry, W. G. Jr.(1970)。Forms of intellectual and ethical development in the college years。New York：Holt, Rinehart and Winston。
5.	Kuhn, Deanna(1991)。The skills of argument。Cambridge University Press。
6.	Belenky, M. F.、Clinchy, B. M.、Goldberger, N. R.、Tarule, J. M.(1986)。Women's ways of knowing: the development of self, voice, and mind。N.Y.：Basic Books。
7.	National Research Council(1996)。National Science Education Standards。Washington, DC：National Academy Press。
8.	National Research Council(2000)。Inquiry and the National Science Education Standards。Washington, DC：National Academy Press。
9.	Carey, S.(2009)。The origin of concepts。New York：Oxford University Press。
10.	Yang, F. -Y.、Tsai, C.-C.(2010)。An epistemic framework for scientific reasoning in informal contexts。Personal epistemology in the classroom: Theory, research, and implications for practice。Cambridge, MA。

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