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引文資料
題名:
擁有感的變化--以建立班級數學題庫之過程為例
書刊名:
清華教育學報
作者:
黃佩岑
/
陳斐卿
作者(外文):
Huang, Belle Pei-tsen
/
Chen, Fei-ching
出版日期:
2017
卷期:
34:2
頁次:
頁131-172
主題關鍵詞:
個人擁有感
;
情意面
;
集體擁有感
;
數學
;
擬題
;
Individual psychological ownership
;
Affection
;
Collective psychological ownership
;
Mathematics
;
Problem-posing
原始連結:
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相關次數:
被引用次數:期刊(
1
) 博士論文(0) 專書(0) 專書論文(0)
排除自我引用:0
共同引用:
48
點閱:6
培養學生喜愛數學是教育事業關切的核心。臺灣地區國民小學學生的數學國際排名名列前茅,然而學生在自信心與喜歡數學的程度卻持續殿後,似乎學生有著不錯的解題能力、卻不甚喜歡「解題」這種活動;因此,本研究選擇具有創造活力的「自由擬題」活動,來促進學生喜歡數學的可能性,進而透過測量學生對題目的擁有感,理解數學學習的情意面如何得以提升。本研究設計一套數學擬題課程,研究樣本為30位國民小學四年級學童,採用混合研究法,資料蒐集以自編之個人與集體擁有感問卷調查為主,統計分析採相依樣本t檢定、單因子重複測量變異數分析比較差異,佐以訪談、學習單、擬題題目卷、建議卷及觀察筆記,旨在探討建立班級數學題庫的歷程中,擁有感如何變化。研究發現有二:一、發展過程中各個時間點之集體擁有感均高於個人擁有感,且達顯著差異;二、個人擁有感的發展持續上升,除了最後的第四階段有專家介入外,集體擁有感的發展均有持續下降趨勢。兩種擁有感的轉變,在長期的題庫形成過程中,蘊含著矛盾複雜之情感,足以作為數學教師在實施擬題活動時的重要參考。
以文找文
Taiwanese students score higher in math learning performance than students in most countries according to Trends in International Mathematics and Science Study fourth grade survey. However, their self-confidence and interest in math often land close to last. In order to find an alternative way to stimulate students' interests in math, this study explored how the process of establishing a whole-class item bank in mathematics transforms the state of both individual and collective psychological ownership toward math in general. Students not only considered their problems the target of individual psychological ownership but also as involved in the development of the item bank as the target of collective psychological ownership. This study adopted mixed-methods research. Inventories of collective as well as individual psychological ownership were developed and implemented at four time points, and paired-samples t-test and repeated-measures one-way analysis of variation was conducted. Qualitative data were also analyzed on the basis of a three-dimensional structure (i.e., self-object-others) to explore the transformation process from individual psychological ownership to collective psychological ownership. Two findings were yielded. First, the overall average collective psychological ownership was significantly higher than that of individual psychological ownership at all four time points. Second, although the fourth stage included an expert intervention, collective psychological ownership gradually decreased; individual psychological ownership gradually increased. In particular, complicated and conflicting feelings between individual and collective psychological ownership were revealed in the transformation process. These findings contribute to the understanding of using problem posing as an alternative strategy to bridge the gap between interest and achievement in math in Taiwan.
以文找文
期刊論文
1.
黃永和、李佳潔(20131200)。營造討論的學習環境:一個班級的教學實踐經驗。新竹教育大學教育學報,30(2),29-64。
延伸查詢
2.
Kontorovich, I.、Koichu, B.、Leikin, R.、Berman, A.(2012)。An exploratory framework for handling the complexity of mathematical problem posing in small groups。The Journal of Mathematical Behavior,31(1),149-161。
3.
Silver, Edward A.(1994)。On mathematical problem posing。For the Learning of Mathematics,14(1),19-28。
4.
Avey, J. B.、Avolio, B. J.、Crossley, C. D.、Luthans, F.(2009)。Psychological ownership: Theoretical extensions, measurement and relation to work outcomes。Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior,30(2),173-191。
5.
Pierce, J. L.、Kostova, T.、Dirks, K. T.(2003)。The state of psychological ownership: Integrating and extending a century of research。Review of general psychology,7(1),84-107。
6.
Pierce, J. L.、Jussila, I.(2010)。Collective psychological ownership within the work and organizational context: Construct introduction and elaboration。Journal of Organizational Behavior,31(6),810-834。
7.
Brown, G.、Lawrence, T. B.、Robinson, S. L.(2005)。Territoriality in organizations。Academy of Management Review,30(3),577-594。
8.
Ellerton, N. F.(2013)。Engaging pre-service middle-school teacher-education students in mathematical problem posing: Development of an active learning framework。Educational Studies in Mathematics,83(1),87-101。
9.
Lerner, J. S.、Tetlock, P. E.(1999)。Accounting for the effects of accountability。Psychological Bulletin,125(2),255-275。
10.
廖遠光、張澄清(20160900)。學生擬題教學對情意學習成效及學業成就影響之後設分析。教育科學研究期刊,61(3),1-42。
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11.
王美娟、許立偉(20160900)。探討臺灣及芬蘭四年級學生閱讀與數學的態度、信心、課堂興趣對數學能力的影響。國教新知,62(3),79-90。
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12.
林雅雯、江柏叡、曾志隆(20151000)。應用合作學習於國中數學課程之前實驗研究。臺灣數學教師,36(2),13-25。
延伸查詢
13.
Caspi, A.、Blau, I.(2011)。Collaboration and psychological ownership: How does the tension between the two influences perceived learning?。Social Psychology of Education,14(2),283-298。
14.
Furby, L.(1991)。Understanding the psychology of possession and ownership: A personal memoir and an appraisal of our progress。Journal of Social Behavior and Personality,6(6),457-463。
15.
Furby, L.(1978)。Possession in humans: An exploratory study of its meaning and motivation。Social Behavior and Personality,6(1),49-64。
16.
Dittmar, H.(1992)。Perceived material wealth and first impressions。British Journal of Social Psychology,31(4),379-392。
17.
Dawkins, S.、Tian, A.、Newman, A.、Martin, A.(2017)。Psychological ownership: A review and research agenda。Journal of Organizational Behavior,38(2),163-183。
18.
Lee, J.、Suh, A.(2015)。How do virtual community members develop psychological ownership and what are the effects of psychological ownership in virtual communities?。Computers in Human Behavior,45(C),382-391。
19.
Karahanna, E.、Xu, S. X.、Zhang, N.(2015)。Psychological ownership motivation and use of social media。Journal of Marketing Theory and Practice,23(2),185-207。
20.
Gibson, C. B.(2001)。From knowledge accumulation to accommodation: Cycles of collective cognition in workgroups。Journal of Organizational Behavior,22(2),121-134。
21.
Pierce, J. L.、Kostova, T.、Dirks, K. T.(2001)。Note towards a theory of psychological ownership in organizations。Academy of Management Review,26(2),298-310。
22.
Olckers, C.、Plessis, Y. D.(2012)。The role of psychological ownership in retaining talent: A systematic literature review。SA Journal of Human Resource Management,10(2),1-18。
23.
Olckers, C.(2013)。Psychological ownership: Development of an instrument。SA Journal of Industrial Psychology,39(2),1-13。
24.
van Dyne, L.、Pierce, J. L.(2004)。Psychological ownership and feelings of possession: Three field studies predicting employee attitudes and organizational citizenship behaviors。Journal of Organizational Behavior,25(4),439-459。
25.
Sieger, P.、Zellweger, T.、Aquino, K.(2013)。Turning agents into psychological principals: Aligning interests of non-owners through psychological ownership。Journal of Management Studies,50(3),361-388。
26.
Avey, James B.、Wernsing, Tara S.、Palanski, Michael E.(2012)。Exploring the process of ethical leadership: The mediating role of employee voice and psychological ownership。Journal of Business Ethics,107(1),21-34。
27.
White, Robert W.(1959)。Motivation reconsidered: The concept of competence。Psychological Review,66(5),297-333。
28.
陳斐卿、江家瑋、張鐵懷、黃佩岑、單維彰(20150600)。數學自由擬題之設計與評量--一個合作的取徑。科學教育學刊,23(2),185-211。
延伸查詢
29.
余民寧、韓珮華(20090300)。教學方式對數學學習興趣與數學成就之影響:以TIMSS 2003臺灣資料為例。測驗學刊,56(1),19-48。
延伸查詢
學位論文
1.
張宜馨(2016)。基於雙層次擬題引導策略之翻轉學習模式對學生學習成效之影響(碩士論文)。國立臺灣科技大學。
延伸查詢
圖書
1.
Mullis, I. V. S.、Martin, M. O.、Foy, P.、Olson, J. F.、Preuschoff, C.、Erberber, E.、Arora, A.、Galia, J.(2008)。TIMSS 2007 international mathematics report: Findings from IEA's trends in international mathematics and science study at the fourth and eighth grades。Chestnut Hill, MA:TIMSS & PIRLS International Study Center, Boston College。
2.
教育部(2008)。國民中小學九年一貫課程綱要數學學習領域。台北:教育部。
延伸查詢
3.
Pierce, J. L.、Jussila, I.(2011)。Psychological ownership and the organizational context: Theory, research evidence, and application。Edward Elgar Publishing。
4.
Mullis, I. V. S.、Martin, M. O.、Foy, P.、Arora, A.(2012)。TIMSS 2011 international results in mathematics。Chestnut Hill, MA:TIMSS & PIRLS International Study Center, Boston College。
5.
Mullis, I. V. S.、Martin, M. O.、Gonzalez, E. J.、Chrostowski, S. J.(2004)。TIMSS 2003 International Mathematics Report: Findings from IEA's Trends in International Mathematics and Science Study at the Fourth and Eighth Grades。TIMSS & PIRLS International Study Center, Boston College。
6.
Bandura, A.、Wessels, S.(1997)。Self-efficacy: The exercise of self-control。New York:Freeman。
其他
1.
王韻齡(20161128)。TIMSS國際評比臺灣學生數學、科學成績佳,熱情自信敬陪末座,https://flipedu.parenting.com.tw/article/2960。
延伸查詢
2.
Mullis, I. V. S.,Martin, M. O.,Foy, P.,Hooper, M.(2016)。TIMSS 2015 international results in mathematics,http://timssandpirls.bc.edu/timss2015/international-results/。
圖書論文
1.
Bandura, A.(1997)。Self-efficacy and health behaviour。Cambridge handbook of psychology, health and medicine。Cambridge:Cambridge University Press。
2.
Kozlowski, S. W. J.、Klein, K. J.(2000)。A multilevel approach to theory and research in organizations: Contextual, temporal, and emergent processes。Multi-level theory, research and methods in organizations: Foundations, extensions, and new directions。San Francisco, CA:Jossey-Bass。
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