臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：「師生共同增能」與「學生增能」教學實驗方案促進偏遠地區國中學生知識信念、自我調整策略與科學學習成就之比較研究
書刊名：教育科學研究期刊
作者：陳慧娟
作者(外文)：Chen, Huey-jiuan
出版日期：2015
卷期：60:4
頁次：頁21-53
主題關鍵詞：自我調整學習；知識信念；科學學習；偏遠地區；增能；Self-regulated learning；Epistemological belief；Science academic achievement；Remote area；Empowerment
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(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:4
  • 共同引用共同引用:73
  • 點閱點閱:24
本研究探討偏遠地區國中學生知識信念教學實驗方案之成效。自變項「組別」，分為「知識信念師生增能組」（簡稱EBts）、「知識信念學生增能組」（簡稱EBs）與「傳統教學組」（簡稱T）；依變項為知識信念、自我調整策略與科學學習成就。研究對象為三所偏遠地區學校164位八年級學生，採獨立樣本單因子準實驗設計，蒐集的資料利用變異數與共變數分析進行考驗，有五項具體發現：一、教學處理後，EBts與EBs無論在知識信念各分量表以及全量表分數，均優於T；然而EBts只在能力天生、快速習得與全量表分數優於EBs，在科學知識簡單性與知識確定性則未因科學教師是否參與增能訓練而有差異。二、經過教學介入，只有EBts在科學學習自我調整策略分數顯著高於EBs。三、不同教學實驗處理對高、中、低三組知識信念學生的自我調整策略無任何影響。四、兩組教學實驗課程皆比傳統教學課程有利於促進學生的科學學習認知表現；但EBts與EBs的學習表現無顯著差異。五、高知識信念學生經過EBts的教學介入，科學學習成就明顯優於T學生；而低知識信念的學生，無論在EBts或EBs，其科學學習認知表現都顯著高於T；但對中等程度知識信念的學生，則無任何顯著影響。最後根據本研究發現提出解釋與建議，期盼能作為偏遠地區教師培力、弱勢學生學習輔導，以及教育革新之參考
With the continually growing recognition of the notion of human rights and democratic ideals, addressing the education gap between social classes has become a priority for governments worldwide. This research focused on the effects in remote schools of epistemological belief programs conducted with both teachers and students as well as with only students, and examined how junior high school teachers and students’ scientific epistemological beliefs, self-regulation strategies, and academic achievements in science changed following the experimental programs. Research samples were collected from 164 eighth-grade students at three remote schools in New Taipei City and Taoyuan City, Taiwan. This research adopted a quasiexperimental design. Two experimental groups were formed, and the students in both participated in a 14-week empowerment programs. All participants completed the Epistemological Beliefs Scale, Self-Regulated Learning Questionnaire, and Science Academic Achievement Test. The obtained data were analyzed using ANOVA and ANCOVA. The main findings of this research are as follows. (1) Both the epistemological beliefs intervention for science teachers and students (EBts) and the epistemological beliefs intervention for only students (EBs) yielded higher innate ability, fast acquisition, knowledge simplicity, knowledge certainty, and overall scores than did the traditional teaching materials (T). The EBts intervention yielded superior innate ability, fast acquisition, and overall scores than the EBs intervention did, but the same results were not observed for simplicity and certainty of science knowledge. (2) Similarly, the EBts intervention yielded higher self-regulation strategies in learning science than the EBs intervention did. However, no significant difference was observed among the other groups. (3) No significant difference in terms of self-regulation strategies was present among participants with different levels of science epistemological beliefs. (4) Both the EBts and EBs groups exhibited higher science learning cognitive performance than the T group did. However, no significant difference existed between the EBts and EBs groups. (5) Among the students with high scientific epistemological beliefs, those in the EBts group had significantly higher cognitive performance than those in the T group did; among the students with low scientific epistemological belief students, both the EBts and EBs intervention had a significantly more positive effect on cognitive performance than the T nonintervention did. However, the cognitive performance of students with medium scientific epistemological beliefs did not differ among any of the groups. The implications of and suggestions based on the research findings are expected to contribute to remedial instruction and learning guidance for disadvantaged students in remote areas
期刊論文
1.許誌庭(20140200)。偏遠地區教育困境：空間、社會與文化。教育人力與專業發展，31(1)，33-42。  延伸查詢new window
2.Gill, M. G.、Ashton, P. T.、Algina, J.(2004)。Changing pre-service teachers' epistemological beliefs about teaching and learning in mathematics: An intervention study。Contemporary Educational Psychology，29(2)，164-185。  new window
3.Karabenick, S. A.、Moosa, S.(2005)。Culture and personal epistemology: U.S. and Middle Eastern students' beliefs about scientific knowledge and knowing。Social Psychology of Education，8(4)，375-393。  new window
4.Hofer, B. K.(2004)。Epistemological understanding as a metacognitive process: Thinking aloud during online searching。Educational Psychologist，39(1)，43-55。  new window
5.Schommer-Aikins, M.、Easter, M.(2008)。Epistemological beliefs' contributions to study strategies of Asian Americans and European Americans。Journal of Educational Psychology，100(4)，920-929。  new window
6.許添明、葉珍玲(20140200)。偏遠地區教育：成功專案。教育人力與專業發展，31(1)，5-16。  延伸查詢new window
7.Bendixen, L. D.、Rule, D. C.(2004)。An integrative approach to personal epistemology: A guiding model。Educational Psychologist，39，69-80。  new window
8.Brabander, C. J.、Rozendaal, J. S.(2007)。Epistemological beliefs, social status, and school preference: An exploration of relationships。Scandinavian Journal of Educational Research，51(2)，141-162。  new window
9.Chen, J. A.(2012)。Implicit theories, epistemological beliefs and science motivation: A personcentered approach。Learning and Individual Differences，22(6)，724-735。  new window
10.Coban, G.、Ateş, O.、Şengoren, S. K.(2011)。Epistemological views of prospective physics teachers。International Online Journal of Educational Sciences，3(3)，1224-1258。  new window
11.Destin, M.、Oyserman, D.(2009)。From assets to school outcomes: How finances shape children’s perceived possibilities and intentions。Psychological Science，20(4)，414-418。  new window
12.Goldthorpe, J. H.(2013)。Understanding - and misunderstanding - social mobility in Britain: The entry of economists, the confusion of politicians and the limits of educational policy。Journal of Social Policy，42(3)，431-450。  new window
13.Erikson, R.、Goldthorpe, J. H.(2011)。Has social mobility in Britain decreased? Reconciling divergent findings on income and class mobility。The British Journal of Sociology，61(2)，211-230。  new window
14.Gregg, P.、Macmillan, L.(2010)。Family income, education and cognitive ability in the next generation: Exploring income gradients in education and test scores for current cohorts of youth。Longitudinal and Life Course Studies，1(3)，259-280。  new window
15.Hammer, D.(1995)。Epistemological considerations in teaching introductory physics。Science Education，79(4)，393-413。  new window
16.Haviland, J.、Kramer, D.(1991)。Affect-cognition relationships in adolescent diaries: The case of Anne Frank。Human Development，34(3)，143-159。  new window
17.Hofer, B. K.(1999)。Instructional context in the college mathematics classroom: Epistemological beliefs and student motivation。Journal of Staff, Program, and Organizational Development，16(2)，73-82。  new window
18.Kang, N.-H.、Wallace, C. S.(2005)。Secondary science teachers' use of laboratory activities: Linking epistemological beliefs, goals, and practices。Science Education，89(1)，140-165。  new window
19.Kienhues, D.、Bromme, R.、Stahl, E.(2008)。Changing epistemological beliefs: The unexpected impact of a short-term intervention。British Journal of Educational Psychology，78(4)，545-565。  new window
20.Liang, J.-C.、Lee, M.-H.、Tsai, C.-C.(2010)。The relations between scientific epistemological beliefs and approaches to learning science among science-major undergraduates in Taiwan。The Asia-Pacific Education Researcher，19(1)，43-59。  new window
21.Lin, T.-J.、Deng, F.、Chai, C. S.、Tsai, C.-C.(2013)。High school students' scientific epistemological beliefs, motivation in learning science, and their relationships: A comparative study within the Chinese culture。International Journal of Educational Development，33(1)，37-47。  new window
22.Louca, L.、Elby, A.、Hammer, D.、Kagey, T.(2004)。Epistemological resources: Applying a new epistemological framework to science instruction。Educational Psychologist，39(1)，57-68。  new window
23.Muis, K. R.、Duffy, M.(2013)。Epistemic climate and epistemic change: Instruction designed to change students'€™ epistemic beliefs, learning strategies, and improve achievement。Journal of Educational Psychology，105(1)，213-225。  new window
24.Ozkal, K.、Tekkaya, C.、Sungur, S.、Cakiroglu, J.、Cakiroglu, E.(2010)。Elementary students'€™ scientific epistemological beliefs in relation to socio-economic status and gender。Journal of Science Teacher Education，21(7)，873-885。  new window
25.Phan, H. P.(2008)。Exploring epistemological beliefs and learning approaches in context: A sociocultural perspective。Electronic Journal of Research in Educational Psychology，6(3)，793-822。  new window
26.Richter, T.、Schmid, S.(2010)。Epistemological beliefs and epistemic strategies in self-regulated learning。Metacognition Learning，5(1)，47-65。  new window
27.Roth, G.、Weinstock, M.(2013)。Teachers' epistemological beliefs as an antecedent of autonomy supportive teaching。Motivation and Emotion，37(3)，402-412。  new window
28.Tanel, Z.(2013)。The effect of learning the history of physics on the scientific epistemological beliefs of pre-service teachers。Science Education International，24(3)，232-253。  new window
29.Topcu, Mustafa Sami(20130400)。Preservice Teachers' Epistemological Beliefs in Physics, Chemistry, and Biology: A Mixed Study。International Journal of Science and Mathematics Education，11(2)，433-458。  new window
30.Trautwein, U.、Ludtke, O.(2007)。Epistemological beliefs, school achievement, and college major: A large-scale longitudinal study on the impact of certainty beliefs。Contemporary Educational Psychology，32(3)，348-366。  new window
31.Walker, S.、Brownlee, J.、Whiteford, C.、Exley, B.、Woods, A.(2012)。A longitudinal study of change in preservice teachers'€™ personal epistemologies。Australian Journal of Teacher Education，37(5)，24-35。  new window
32.Yang, F.-Y.、Chang, C.-Y.、Hsu, Y.-S.(2008)。Teacher views about the constructivist instruction and personal epistemology--A national study in Taiwan。Educational Studies，34(5)，527-542。  new window
33.Chen, J. A.、Pajares, F.(2010)。Implicit theories of ability of grade 6 science students: Relation to epistemological beliefs and academic motivation and achievement in science。Contemporary Educational Psychology，35(1)，75-87。  new window
34.Hashweh, Maher Z.(1996)。Effects of Science Teachers' Epistemological Beliefs in Teaching。Journal of Research in Science Teaching，33(1)，47-63。  new window
35.Parcel, T. L.、Geschwender, L. E.(1995)。Explaining Southern Disadvantage in Verbal Facility among Young Children。Social Forces，73(3)，841-872。  new window
36.Schraw, G.、Sinatra, G. M.(2004)。Epistemological development and its impact on cognition in academic domains。Contemporary Educational Psychology，29(2)，95-102。  new window
37.Schommer, M. A.(1990)。The effects of beliefs about the nature of knowledge on comprehension。Journal of Educational Psychology，82(3)，498-504。  new window
38.Schraw, G.(2001)。Current Themes and Future Directions in Epistemological Research: A Commentary。Educational Psychology Review，13(4)，451-464。  new window
39.唐淑華(20000300)。以讀書治療挑戰低成就學生之知識信念的實驗研究。中華輔導學報，8，21-50。new window  延伸查詢new window
40.Zimmerman, B. J.、Risemberg, R.(1997)。Becoming a self-regulated writer: A social cognitive perspective。Contemporary Educational Psychology，22，73-101。  new window
41.Higgins, K. M.(1997)。The effect of year-long instruction in mathematical problem solving on middle-school students' attitudes, beliefs, and abilities。The Journal of Experimental Education，66(1)，5-28。  new window
42.Qian, G.、Alvermann, D.(1995)。Role of epistemological beliefs and learned helplessness in secondary school students' learning science concepts from text。Journal of Educational Psychology，87(2)，282-292。  new window
43.Muis, K. R.(2004)。Personal epistemology and mathematics: A critical review and synthesis of research。Review of Educational Research，74(3)，317-377。  new window
44.Schommer-Aikins, Marlene(2004)。Explaining the Epistemological Belief System: Introducing the Embedded Systemic Model and Coordinated Research Approach。Educational Psychologist，39(1)，19-29。  new window
45.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。  new window
46.Schommer-Aikins, M.(1993)。Epistemological development and academic performance among secondary students。Journal of Educational Psychology，85(3)，406-411。  new window
47.Hofer, B. K.(2001)。Personal epistemology research: Implications for learning and teaching。Educational Psychology Review，13(4)，353-383。  new window
48.宋曜廷、邱佳民、張恬熒、曾芬蘭(20110200)。以國中基本學力測驗成績探討學習成就落差。教育政策論壇，14(1)=37，85-117。new window  延伸查詢new window
49.陳萩卿、張景媛(20070900)。知識信念影響學習運作模式之驗證。教育心理學報，39(1)，23-43。new window  延伸查詢new window
50.楊淑萍、林煥祥(20101200)。由家庭經濟資源及文化資源探討我國學生在PISA科學、數學素養的表現。科學教育學刊，18(6)，547-562。new window  延伸查詢new window
51.Pintrich, P. R.、Marx, R. W.、Boyle, R. A.(1993)。Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change。Review of Educational Research，63(2)，167-199。  new window
52.McInerney, D. M.、Roche, L. A.、McInerney, V.、Marsh, H. W.(1997)。Cultural Perspectives on School Motivation: The Relevance and Application of Goal Theory。American Educational Research Journal，34(1)，207-236。  new window
53.Chan, K. W.、Elliott, R. G.(2004)。Epistemological beliefs across cultures: Critique and analysis of beliefs structure studies。Educational Psychology，24(2)，123-142。  new window
54.Gallimore, R.、Goldenberg, C.(2001)。Analyzing cultural models and settings to connect minority achievement and school improvement research。Educational Psychologist，36(1)，45-56。  new window
研究報告
1.陳慧娟(2011)。偏遠地區弱勢學生動機診斷。臺北市：國立臺灣師範大學教育研究與評鑑中心。  延伸查詢new window
2.Blanden, J.、Gibbons, L.(2014)。Education and intergenerational mobility: Help or hindrance?。  new window
圖書
1.Organisation for Economic Co-operation and Development(2013)。Excellence through equity: Giving every student the chance to succeed。Paris：Organisation for Economic Co-operation and Development。  new window
2.Perry, W. G. Jr.(1970)。Forms of intellectual and ethical development in the college years。New York：Holt, Rinehart and Winston。  new window
3.Vygotsky, Lev Semenovich、Cole, Michael、John-Steiner,‎ Vera、Scribner, Sylvia、Souberman, Ellen(1978)。Mind in Society: The Development of Higher Psychological Processes。Harvard University Press。  new window
其他
1.臺灣PISA國家研究中心(20141202)。臺灣PISA 2012精簡報告，http://pisa.nutn.edu.tw/download/data/TaiwanPISA2012ShortReport.PDF， 。  延伸查詢new window
2.科技部(20130327)。影響我國偏遠與非偏遠地區國中學生學業成就之教育資源研究成果發表，http://www.most.gov.tw/ct.aspx?xItem=16564&ctNode=1637&mp=1。  延伸查詢new window
圖書論文
1.Chi, M. T. H.(2008)。Three types of conceptual change: Belief revision, mental model transformation, and categorical shift。Handbook of research on conceptual change。Hillsdale, NJ：Lawrence Erlbaum。  new window
2.Brownlee, J.、Schraw, G.、Berthelsen, D.(2011)。Personal epistemology and teacher education: An emerging field of research。Personal epistemology and teacher education。New York, NY：Routledge。  new window
3.Cole, M.(2005)。Using cross-cultural psychology to design afterschool educational activities in different cultural settings。Culture and human development: The importance of cross-cultural research for the social sciences。Hove：Psychology Press。  new window
4.Fives, H.、Buehl, M. M.(2010)。Teachers' articulation of beliefs about teaching knowledge: Conceptualizing a belief framework。Personal epistemology in the classroom。New York, NY：Cambridge University Press。  new window
5.Mood, C.、Jonsson, J. O.、Bihagen, E.(2012)。Socioeconomic persistence across generations: Cognitive and noncognitive processes。From parents to children: The intergenerational transmission of advantage。New York, NY：Russell Sage。  new window
6.Muis, K. R.、Sinatra, G. M.(2008)。Universities' cultures and epistemic beliefs: Examining differences between two similar countries。Knowing, knowledge, and beliefs: Epistemological studies across diverse cultures。Dordrecht, the Netherlands：Springer。  new window
7.Pintrich, P. R.(2000)。The role of goal orientation in self-regulated learning。Handbook of self-regulation: Research, theory, and applications。Academic Press。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：1174（臺灣：1165，外國：9） ／ 本年度總使用人次：1473665 ／ 訪客人次（自102年09月）：67269704
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上