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|Other Titles:||The Relationship between Biology Cognitive Preferences and Teacher Attributes Related to Teaching Competency|
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|Abstract:||本研究探索職前及在職生物教師之生物認知偏好風格，並探究認知偏好與教學能力相關屬性的關係。結果顯示，全體樣本之生物認知偏好取向為Q（批判質疑）、P（原理原則）> A (知識應用) > R (記憶)，表示生物教師於處理生物學知識時，偏好對知識批判質疑和掌握知識之原理原則，而不喜記誦科學知識。職前(Sr)、本科系(BM)和非本科系(NBM)三群生物教師之生物認知偏好風格有顯著差異，Sr之生物認知偏好取向為Q>P、A>R，表現「高Q偏好、低R偏好」；BM之生物認知偏好取向為Q、P、A>P，表現「高Q、P、A偏好，低R偏好」；NBM之生物認知偏好取向為P>A、R、Q，表現「高P偏好，低A、R、Q偏好」。Sr和BM對Q認知偏好型式的偏好顯著高於NBM，對R和P型式的偏好則顯著低於NBM。生物教師之生物教材能力和科學態度與Q偏好型式有正相關，與R偏好型式呈負相關，與P和A偏好型式之間則無顯著相關。職前生物教師之生物探討技能和「對科學的本質的了解」與P偏好型式呈正相關，而與其他三項認知偏好型式之間則無顯著相關。若將樣本依Q-R分數的高低，分成Q（批判分析）型、M（中間）型和R（記憶知識）型，變異數分析的結果顯示，Q型教師的生物教材能力和科學態度顯著優於M型和R型教師，而M型和R型教師之間則無顯著差異。|
This study investigated the biology cognitive preferences of pre- and in-service biology teachers and examined the relationships between cognitive preferences and teacher attributes related to teaching competency. The results showed that the subjects exhibited a cognitive preference style of Questioning (Q), Principles (P) > Application (A) > Recall (R). This indicated that the subjects displayed a strong preference for questioning and principles and a weak preference for memorizing biological information. Significant differences in the biology cognitive preference styles were found among three groups of sub-jects, namely, preservice (Seniors), biology-major (BM) and nonbiology-major (NBM) biology teachers. Seniors exhibited a cognitive preference style of Q>P, A>R which indicated a strong preference for questioning and a weak preference for recall. BM exhibited a cognitive preference style of Q, P, A>R which indicated a strong preference for questioning, principles and application and a weak preference for recall. While NBM exhibited a cognitive preference style of P > A, R, Q which indicated a strong preference for principles and a weak preference for application, recall, and questioning. In addition, Seniors and BM showed a higher preference for Q mode and a lower preference for R and P modes than NBM. Biology subject-matter competency and scientific attitudes correlated positively with Q pref-erence mode, but negatively with R preference mode. However, no significant correlation was found be-tween biology subject matter competency, scientific attitudes and P and A preference modes. Biology inquiry skills and the understanding of the nature of science of preservice teachers correlated positively with P preference mode. But, no significant correlation was found between the two teacher attributes and the other three cognitive preference modes. The subjects were further categorized into three groups based on Q-R scores, namely as Q-type (critical questioning), M-typ
|Appears in Collections:||師大學報|
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