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題名：不同批判思考與認知策略的國中生在問題發現的表現
書刊名：臺北市立大學學報
作者：林育秀／洪振方 引用關係／林日宗
作者(外文)：Lin, Yu-xiu／Hung, Jeng-fung／Lin, Jih-tsung
出版日期：2014
卷期：45:2
頁次：頁1-21
主題關鍵詞：問題發現；批判思考；認知策略；Problem-finding；Critical thinking；Cognitive strategies
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0)
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  • 共同引用共同引用:404
  • 點閱點閱:84
本研究旨在探討不同批判思考與認知策略的學生在問題發現能力的差異性，以及批判思考與認知策略各次能力對問題發現能力預測的相對權重。採問卷調查法，對象是高雄市的國二學生，有效樣本291人，研究工具有批判思考測驗第一級、生物認知策略調查表與研究者自編的問題發現開放性問卷等。在問題發現開放性問卷中，屬收斂式問題發現類型的評分是依據學生所提出「判斷理由的合理性」之評分架構進行評分；屬發散式問題發現則依據學生提出問題的流暢性、獨創性與問題品質進行評分。結果顯示：不同批判思考能力的學生在三種問題發現之表現達顯著差異。不同認知策略能力的學生在「經驗性─發散式問題發現」的表現達顯著差異。批判思考各次能力在問題發現的表現預測的相對權重：「經驗性─收斂式問題發現」之表現為「演繹」最高，「辨認假設」次之。「概念性─收斂式問題發現」之表現依序為「解釋」、「歸納」和「演繹」。「經驗性─發散式問題發現」之表現為「演繹」較高，「歸納」次之。認知策略各次能力對問題發現的表現作預測之相對權重均以監控認知策略最高。
This study aims to investigate junior high school students’ problem-finding performance using different critical thinking and cognitive strategies, as well as find the relative weight of critical thinking and cognitive strategies in predicting their problem-finding capability. This study uses questionnaire survey as its research method, sampling a total of 291 8th Graders in Kaohsiung City, Taiwan. The research tools include “Critical Thinking Test-I (CTT-I),” “The Inventory of Biological Cognitive Strategies (IBCS),” and “Open-Ended Problem-Finding Questionnaire,” edited by the researcher. In the Open-Ended Problem-Finding Questionnaire, the convergent problem-finding was rated depending on the students justification of rationality. The divergent problem-finding score was based on student question fluency, originality, and the quality of questions. The results show that the 8th Graders’ performances differ significantly in critical thinking, such as the empirical-convergence problem-finding, conceptual-convergence problem-finding, and empirical-divergence problem-finding, which are shown respectively as follows. Those 8th Graders who apply different cognitive strategies differ significantly in empirical-divergence problem-finding. The 8th Graders adopted critical thinking skills to predict problem-finding. In empirical-convergence problem-finding, the relative weight of deductions are higher than recognition assumptions. In conceptualconvergence problem-finding, the highest relative weight is interpretations, followed by inductions, and the lowest is deductions. In empirical-divergence problem-finding, the relative weight of deductions are higher than inductions. Among the cognitive strategies, when “monitoring cognitive strategies” are adopted, the relative performance in predicting problem-finding is the highest.
期刊論文
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2.Chin, C.、Brown, D. E.、Bruce, C. B.(2002)。Student-generated questions: a meaningful aspect of learning in science。International Journal of Science Education，24(5)，521-549。  new window
3.徐綺穗(20081100)。學生的自我發問類型與回答的知識統整內涵分析--以統整性問題為例。教育學誌，20，59-79。new window  延伸查詢new window
4.連啟瑞、盧玉玲(2005)。創造思考的基礎訓練--探究性問題的形成。國立臺北師範學院學報，18(1)，29-58。  延伸查詢new window
5.黃秋敏(20050900)。論述科學的問題解決與創造思考、批判思考之關係。屏東教大科學教育，22，46-55。  延伸查詢new window
6.Baram-Tsabari, A.、Yarden, A.(2005)。Characterizing children’s spontaneous interests in science and technology。International Journal of Science Education，27(7)，803-826。  new window
7.Colbert, J. T.、Olson, J. K.、Clough, M. P.(2007)。Using the web to encourage student-generated questions in large-format introductory biology classes。CBE Life Sciences Education，6(1)，42-48。  new window
8.Jonassen, D.(2003)。Using cognitive tools to represent problems。Journal of Research on Technology in Education，35(3)，362-381。  new window
9.Lee, H.、Cho, Y.(2007)。Factors affecting problem finding depending on degree of structure of problem situation。Journal of Educational Research，101(2)，113-123。  new window
10.Runco, M. A.(1986)。Maximal performance on divergent thinking tests by gifted, talented, and nongifted children。Psychology in the Schools，23(3)，308-315。  new window
11.Weinstein, C. E.、Meyer, D. K.(1991)。Cognitive learning strategies and college teaching。New Directions for Teaching and Learning，45，15-26。  new window
12.Yerdelen-Damar, S.、Eryilmaz, A.(2010)。Questions about physics:The case of a Turkish'ask a scientist’website。Research in Science Education，40(2)，223-238。  new window
13.吳靜吉、鄭英耀、王文中(19920800)。華格批判思考量表之修訂。教育與心理研究，15，39-77。new window  延伸查詢new window
14.蔡維民(2001)。「批判」的反思與「批判方法」的建立。哲學與文化，28(2)，127-143。new window  延伸查詢new window
15.鄭英耀、王文中、吳靜吉、黃正鵠(19960100)。批判思考量表之編製初步報告。測驗年刊，43，213-225。new window  延伸查詢new window
16.Flavell, John H.(1979)。Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry。American Psychologist，34(10)，906-911。  new window
17.Hofstein, A.、Navon, O.、Kipnis, M.、Naaman-Mamlok, R.(2005)。Developing students' ability to ask more and better questions resulting from inquiry-type chemistry laboratories。Journal of Research in Science Teaching，42(7)，791-806。  new window
18.葉玉珠、吳靜吉(19920800)。中小學生批判思考與學業成績之相關研究。教育與心理研究，15，79-100。new window  延伸查詢new window
19.楊坤原、鄭湧涇(19960900)。高一學生認知風格、認知策略與遺傳學學習成就的關係。科學教育學刊，4(2)，135-159。new window  延伸查詢new window
學位論文
1.李秀玉(1998)。國中一年級學生認知偏好、認知策略與生物科學思考能力之研究(碩士論文)。國立師範大學。  延伸查詢new window
2.許育彰(1999)。探討高中生從力學情境中發現問題的能力之研究(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
3.郭郁智(2000)。國民中學學生學習策略、批判思考能力與學業成就之相關研究(碩士論文)。國立高雄師範大學，高雄市。  延伸查詢new window
4.李明昆(2011)。國三學生的科學問題提問與研究問題選擇判準之研究(博士論文)。國立高雄師範大學。new window  延伸查詢new window
5.葉玉珠(1991)。我國中小學學生批判思考及其相關因素之研究(碩士論文)。國立政治大學。  延伸查詢new window
圖書
1.Laudan, L.(1977)。Progress and its Problems: Toward a Theory a Theory of Scientific Growth。London：Routledge & Kegan Paul。  new window
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5.Solso, R. L.(1974)。Theories in cognitive psychology。Potomac, MD：Erlbaum。  new window
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10.葉玉珠(2003)。批判思考測驗--第一級指導手冊。台北：心理出版社。  延伸查詢new window
11.Siegel, H.(1988)。Educating reason: Rationality, critical thinking and education。New York, NY。  new window
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14.Wallach, M. A.、Kogan, N.(1965)。Modes of thinking in young children: A study of the creativity-intelligence distinction。New York, NY：Holt, Rinehart & Winston。  new window
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16.Babbie, Earl R.(2001)。The Practice of Social Research。Belmont, California：Wadsworth Publishing Company。  new window
17.溫明麗(1997)。批判性思考教學：哲學之旅。臺北市：師大書苑。new window  延伸查詢new window
18.Norris, Stephen P.、Ennis, Robert H.(1989)。Evaluating critical thinking。Midwest Publications。  new window
19.Sternberg, Robert J.(1985)。Beyond IQ: A triarchic Theory of Human Intelligence。Cambridge University Press。  new window
20.Beyer, Barry K.(1988)。Developing A Thinking Skills Program。Allyn and Bacon。  new window
其他
1.劉彥方，陳強立(2009)。思方網，http://philosophy.hku.hk/think/chi/。  延伸查詢new window
圖書論文
1.Hoover, S. M.、Feldhusen, J. F.(1994)。Scientific problem solving and problem finding: A theoretical model。Problem finding, problem solving and creativity。Norwood, NJ：Ablex。  new window
2.Sternberg, R. J.、Lubart, T. I.(1999)。The concept of creativity:Prospects and paradigms。Handbook of creativity。New York, NY：Cambridge University Press。  new window
3.Jay, E. S.、Perkins, D. N.(1997)。Problem Finding: The Search for Mechanism。The Creativity Research Handbook。Hampton press。  new window
4.Ennis, R. H.(1987)。A taxonomy of critical thinking dispositions and abilities。Teaching for thinking skills: Theory and practice。New York：W. H. Freeman。  new window
5.Weinstein, Claire E.、Mayer, Richard E.(1986)。The Teaching of Learning Strategies。Handbook of research on teaching。New York：Macmillan Press。  new window
6.Flavell, J. H.(1981)。Cognitive monitoring。Children's oral communication skills。New York：Academic Press。  new window
7.Kennedy, M.、Fisher, M. B.、Ennis, R. H.(1991)。Critical thinking : Literature review and needed research。Educational values and cognitive instruction: Implications for reform。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
 
 
 
 
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