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題名：國中生的學習概念類型與學習風格及學習態度對理化學習成就關係之研究
作者：梁峻晢
作者(外文)：Chun-Che Liang
校院名稱：國立高雄師範大學
系所名稱：科學教育研究所
指導教授：周進洋
學位類別：博士
出版日期：2012
主題關鍵詞：學習概念類型；學習風格；學習態度；學習成就；現象分析學取向；隱喻分析；Learning Conception Patterns；Learning Style；Learning Attitude；Learning Outcome；phenomenography；Metaphor Analysis
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本研究採用現象分析學取向的觀點，透過多重隱喻分析來探討國中學生所持有的學習概念及學習概念類型，並分析與學習風格、學習態度對理化科學習成就的關係。在前導研究中以方便取樣，共蒐集了嘉義地區某國中371位學生對於學校、老師及學生的隱喻資料，來進行隱喻分析，共獲得七種學習概念，在正式研究中以方便取樣八年級學生，共獲得252位有效樣本，以自編的學習概念調查表，配合學習風格量表、學習態度測驗量表及理化科的學習成績，來瞭解學習概念及學與研究變項彼此的關係。
其研究結論有：1.國中學生共持有記憶、理解、無自由感、達成目標、情緒感知、省思調控及合作分享等七種學習概念。2.持有記憶的學習概念之學習者對學習態度、學習風格的訊息感知向度有正向影響；持有理解的學習概念之學習者對於學習態度、訊息感知向度及學習成就有正向影響，但對於訊息表現向度有負向影響；持有無自由感的學習概念之學習者對於學習態度及學習成就有負向影響；持有達成目標的學習概念之學習者對學習態度有正向影響；持有情緒感知的學習概念之學習者對於學習成就有正向影響；持有合作分享的學習概念之學習者對於訊息表現向度有正向影響。3.綜合各項表現，其學習成就及學習態度表現，依序由高到低可歸納為理性型、內控型、努力型、感官型、隨波逐流型及消極型等六種學習概念類型。而成績較好的學習概念類型，在學習風格的訊息感知向度上偏好「抽象概念」，在訊息表現向度上偏好「反思觀察」。4.在學習方法教學部分，發現理解的方法對於學習成就的影響較為顯著，但卻是較難學會的，而記憶的方法對學習成就的貢獻較低，但對學生而言，是較便利的方式，而對於低分組學生而言也比較有幫助。
The author took the viewpoint of phenomenography, and discussed conceptions of learning and learning conception patterns which junior high school students have through multi-metaphor analysis. Also, he analyzed that how learning style, learning attitude affect physical science learning outcome. For the sampling in pilot study, the author collected metaphor data of 371 students’ idea toward school, teachers and other students for metaphor analysis in a junior high school at Chiayi County. Finally, he generalized 7 kinds of learning conceptions. In formal study, author applied convenience sampling in 8th grade students and got 252 effective samples. Furthermore, author realized the relation between the variables and learning concepts through his self-made conceptions of learning survey, learning style inventory, learning attitude survey and students’ performance in physical science.
Generally, the author found that: 1. Junior high school students have 7 learning concepts of memorizing, understanding, restricted, goal orientation, emotion recognition, reflection and regulation and cooperation and sharing. 2. The author argues that the students with learning concept of memorizing have positive effects toward dimension of information perception of learning attitude and learning style. The students with learning conception of understanding have positive effects toward learning attitude, dimension of information perception and learning achievement, and have negative effects toward dimension of information processing. The students with learning concept of being restricted have negative effects toward learning attitude and learning achievement. The students with learning conception of goal orientation have positive effect toward their learning attitude. The students with learning conception of emotion recognition have positive effects toward their learning achievement. The students with learning concept of cooperation and sharing have positive effect toward their information performance. 3. When analyzed students’ performance, learning achievement and learning attitude compositely, author argued that from high performance to low performance, the style of learning concepts can be divided into 6 parts: rational, self-regulatory, endeavor, sense, conformity and disclaimer. Students have learning concept with high grades is correlated with learning style of information recognition of abstract conceptualization, then correlated with reflective observation in dimension of information processing. 4. In the way of learning and teaching, the author argues that the way understanding affects learning achievement significantly, however, it’s also hard to practice. Otherwise, the way memorizing is convenient to students, especially the students in low grades groups, but it doesn’t affect learning achievement significantly.
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