從認知歷程角度探討學生線上學習以及論證表現

Abstract

本論文的主要目標為探討在社會性科學議題的網路課程中，學生的學習歷程與論證表現。本論文根據研究架構分為四個不同的研究議題，第一個研究為模型建立的理論研究，以Mplus7檢驗三種不同科學認識觀的結構模型，了解三種科學認識觀所包含各面向之間的關連性及預測結構。第二個研究為研究方法的回顧性研究，探討當前眼球追蹤技術應用於科學教育研究的趨勢，然後根據文獻回顧的結果，提出未來運用眼球追蹤技術於科學教育中的研究架構，並根據所提出的建議設計後續的研究內容。第三個研究為實徵研究，探討大學生科學認識觀與論證結構的學習歷程與理解之關係。研究結果指出，當大學生持有越高程度的「確定性」信念時，會對於論證結構付出較少的認知注意力，導致較差的學習表現。第四個研究亦為實徵研究，欲了解融入社會性科學議題的生物醫學網路課程中，大學生的認知學習歷程、論證表現以及個人因素(例如：先備知識、科學認識觀、網路搜尋行為等)對於學習的影響。研究結果發現，學生的認知學習歷程以及論證表現和個人因素皆有其相關性存在。各研究結果皆支持此論文的研究架構，且根據研究結果提出教育上的意涵以及未來研究建議。The ultimate goal of this thesis was to investigate how students reason and evaluate a biomedical socio-scientific issue (SSI). To reach the goal, we prepared several studies that were theoretically, methodologically and empirically related. Previous studies have indicated that some psychological factors may affect students’ cognitive process during learning and their argument performances. Among these factors, epistemic beliefs in science have been frequently mentioned and discussed. In literature, various forms of epistemic beliefs related to reasoning can be found. However, the associations between different epistemic beliefs have not been thoroughly examined. In study 1 (Chapter 2), we examined the associations among beliefs about the nature of knowledge, beliefs about the justification for knowing in science and Internet-specific justification, and then tested a structural model of these epistemic beliefs . In this thesis, a key method for empirical studies was the eye tracking method. Although the eye tracking method has been used by psychological and educational researchers, how this method can be applied specifically to investigate processes of science learning has not been systemically examined. Therefore, the second study of this thesis (presented in Chapter 3) was a methodologically literature review to analyze the research issue, research design and learning dimensions of studies in science education, which apply the eye tracking method. Based on the review result, we applied an inherent eye tracking design to explore information processing behaviors associated with the learning activities involved in the thesis research. Given that the ultimate goal of the study was related to the practice of argumentative reasoning on a SSI, it was hypothesized that the personal epistemic beliefs in science should interact with the understanding about the argument structure. We conducted empirical studies to test the interactions. Accordingly, in Study 3 (Chapter 4), the associations among different types of epistemic beliefs in science, learning of argument structure and understanding of the argument structure were analyzed. At last, another empirical study as presented in Study 4 (Chapter 5) was designed to investigate how students reasoned about a biomedical issue involved in the study. Factors explored in Study 1-3 were taken into consideration in the design. In Study 4, an online learning environment was created first, which allowed students to learn basic scientific knowledge, read the socio-scientific issue with selected articles, search related information through the Internet, and present their opinions. University learners were asked to learn and evaluate the biomedical issue discussed in the study in the online learning environment. Afterwards, we examined the effects of epistemic beliefs, students’ information processing behaviors during the online activities and the uses of argument components in the context of the biomedical issue. The result showed that students’ attention to the online SSI lesson and the web search result were positively correlated with the change in argument performance. Especially, attention to warrant for the opposing opinion positively predicted the change. Interactions among argument performances, visual attention during learning and epistemic beliefs in science were found. Based on the study results as presented in Chapter 2 to 5, suggestions for future research and implications for science education were provided in Chapter 6.