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題名：高一學生認知風格、認知策略與遺傳學學習成就的關係
書刊名：科學教育學刊
作者：楊坤原 引用關係／鄭湧涇
作者(外文)：Yang, Kun-yeng／Cheng, Yeong-jing
出版日期：1996
卷期：4:2
頁次：頁135-159
主題關鍵詞：高一學生；認知風格；認知策略；遺傳學；學習成就；Cognitive style；Cognitive strategy；Achievement of genetics
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  • 被引用次數被引用次數:期刊(4) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:2
  • 共同引用共同引用:114
  • 點閱點閱:38
　　　　　本研究以臺北地區395名高一學生為研究對象，使用「認知策略調查表」、「藏圖測驗」與「遺傳學學習成就測驗」三項工具，探討認知策略、認知風格與遺傳學學習成就之間的關係。結果顯示，高一學生的認知風格較屬場地依賴型；男學生較女學生偏向場地獨立型（p<0.01），且場地獨立型的學生之遺傳學學習成就顯著優於場地依賴者（p<0.01）。男、女學生的認知策略並無顯著的差異；認知策略較好的學生之遺傳學學習成就顯著優於認知策略較差者（p<0.05）。男學生的遺傳學學習成就顯著高於女學生者（p<0.01）。高一學生的認知風格與認知策略無顯著相關存在。認知風格和認知策略二者與遺傳學學習成就則有顯著之正相關（p<0.01）。由迴歸分析得知，「認知風格」與「認知策略」兩變項共可解釋「遺傳學學習成就」約11.1%的變異量。
　　　　　This study employed the Inventory of Cognitive Strategies, Hidden Figure Test, and Test of Learning Achievement of Genetics to inquire into the relationships among cognitive strategies, cognitive style, and achievement of Genetics with a sample 395 tenth graders in Taipei area. Data analysis showed that the cognitive style of the subjects was field-dependent and male subjects were more field-independent than female subjects (p<0.01). There was no significant difference of cognitive strategies between male and female subjects. The achievement in Genetics of the male subjects was significantly better than that of female subjects (p<0.01). Field-independent students performed better in test of Genetics than field-dependent students (p<0.01). Subjects with better cognitive strategies also performed better than students with poor cognitive strategies (p<0.05). No significant correlation was found between cognitive style and cognitive strategies among the tenth graders. However, significant correlations were found between cognitive style, cognitive strategies and achievement in Genetics (p<0.01). Stepwise regression analysis indicated that cognitive style and cognitive strategies explained a total of 11.1% of the variance in the Genetics achievement scores.
期刊論文
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12.Ronning, R. R.、Mccurdy, D.、Ballinger, R.(1984)。Individual Differences: A Third Component in Problem-solving Instruction。Journal of Research in Science Teaching，21(1)，71-82。  new window
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17.Stewart, J. H.、Atkin, J. A.(1982)。Information processing psychology; A promising paradigm for research in science teaching。Journal of Research in Science Teaching，19(4)，312-321。  new window
18.Stewart, J.、Kirk, J. V.(1990)。Understanding and problem-solving in classical genetics。International Journal of Science Education，12(5)，575-588。  new window
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21.Browning, M. E.、Lehman, J. D.(1988)。Identification of student misconceptions in genetics problem solving via computer program。Journal of Research in Science Teaching，25(9)，747-761。  new window
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25.吳知賢(19890400)。國小高年級兒童之人格特質、媒體偏好、科目興趣與其認知型態的關係。臺南師院學報，22，29-54。new window  延伸查詢new window
26.鄭湧涇、楊坤原(19950300)。生物認知偏好與學業成就的關係。科學教育學刊，3(1)，1-21。new window  延伸查詢new window
27.鄭英耀(19870600)。大學生學習習慣及態度與學業成就關係之研究。教育研究(高師)，1，157-180。  延伸查詢new window
28.Annis, L. F.(1979)。Effect of cognitive style and learning passage organization on study technique effectiveness。Journal of Educational Psychology，71(5)，620-626。  new window
29.Baird, J. R.、White, R. T.(1982)。A case study of learning style in biology。European Journal of Science Education，4(3)，325-337。  new window
30.Charlton, R. E.(1980)。Cognitive style consideration for the improvement of biology education。The American Biology Teacher，42(4)，244-247。  new window
31.Curry, L.(1991)。Patterns of learning style across selected medical specialties。Educational Psychology，11(3)，247-277。  new window
32.Derry, S. J.、Murphy, D. A.(1986)。Designing systems that train learning ability: From theory into practices。Review of Educational Research，56(1)，1-39。  new window
33.Goodenough, D. R.(1976)。The role of individual difference in field dependence as a factor in learning and memory。Psychological Bulltin，83(4)，675-694。  new window
34.Hackling, M. W.(1984)。Research data necessary for meaningful review of grade ten school genetics curriculum。Journal of Resaerch in Science Teaching，21(2)，197-209。  new window
35.Lawson, A. E.(1983)。Predicting science achievement: The role of developmental level, disembedding ability, mental capacity, prior knowledge, and beliefs。Journal of Research in Science Teaching，20(2)，117-129。  new window
36.林瑞欽(19920700)。Is Field-Dependence/Independence a Cognitive Style or Cognitive Ability?。特殊教育與復健學報，2，273-292。new window  延伸查詢new window
37.Macnab, W.、Hansell, M. H.、Johnstone, A. H.(1991)。Cognitive style and analytical ability and their relationship to competence in the biological science。Journal of Biological Education，25(2)，135-139。  new window
38.McKenna, F. P.(1984)。Measures of field dependence: Cognitive style or cognitive ability?。Journal of Personality and Social Psychology，47(3)，593-603。  new window
39.McRobbi, C. J.(1991)。Cognitive style and cognitive structure。Science Education，75(2)，231-242。  new window
40.Moran, A.(1991)。What can learning styles research learn from cognitive psychology?。Educational Psychology，11(3/4)，239-245。  new window
41.Niaz, M.(1994)。Achievement in science as a function of the mobility-fixity dimension。Educational Psychology，14(3)，283-290。  new window
42.Palincsar, A. S.、Brown, A. L.(1984)。Reciprocal teaching of comprehension-monitoring activities。Cognition and Instruction，1，117-175。  new window
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45.Stewart, J.、Dale, M.(1981)。Solutions to genetics problems: Are they the same as correct answers?。The Austrian Science Teachers Journal，27(3)，59-64。  new window
46.Tamir, P.(1985)。Meta-analysis of cognitive preference and learning。Journal of Research in Science Teaching，22(1)，1-17。  new window
47.Waber, D. P.(1977)。Biological substrate of field dependence: Implications of the sex difference。Psychological Bulletin，84(6)，1076-1087。  new window
48.Witkin, H. A.、Moore, C. A.、Goodenough, D. R.、Cox, P. W.(1977)。Field-dependent and field-independent cognitive style and their educational implications。Review of Educational Resaerch，47(1)，1-64。  new window
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50.林邦傑(19821200)。國中學生場地獨立性與具體運思、形式運思之關係。中華心理學刊，24(2)，101-110。new window  延伸查詢new window
51.高德鳳、蘇端端、陳彰儀(19751200)。國中學生場地獨立性與智力、性別、自我接受度三者的關係。中華心理學刊，17，頁105-108。new window  延伸查詢new window
52.Driver, R.、Asoko, H.、Leach, J.、Mortimer, E.、Scott, P.(1994)。Constructing scientific knowledge in the classroom。Educational Researcher，23(7)，5-12。  new window
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會議論文
1.Collins, A.(1986)。Problem-solving rules for genetics。The American Educational Research Association，(會議日期: 1986/04/16-1986/04/20)。San Francisco, CA。  new window
2.Pibum, M. D.(1994)。Three hypotheses about domain specific background knowledge mid achievement in science。The Annual Meeting of the National Association for Research in Science Teaching，(會議日期: 1994/03/29)。Anaheim, CA。  new window
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學位論文
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2.劉信雄(1992)。國小學生認知風格、學習策略、自我效能、與學業成就關係之研究(博士論文)。國立政治大學。  延伸查詢new window
3.吳明清(1974)。國小兒童之認知型式及其對題解表現之影響(碩士論文)。國立臺灣師範大學，臺北市。  延伸查詢new window
4.洪寶蓮(1990)。大學生學習與讀書策略量表之修訂及調查研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
5.張新仁(1980)。國中學生學習行為--學習方法、學習習慣、學習態度之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
圖書
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圖書論文
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