台北縣市國中學生生物認知偏好與對生物課的態度之調查
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2010
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本研究以「調查研究法」,應用「生物認知偏好測驗」(TBCP)及「對生物課的態度量表」(ES)兩項工具,探討台北地區1950位國中七年級學生的生物認知偏好及對生物課的態度現況,並了解此兩變項與學生背景和學校背景屬性的關係,以及學生的生物認知偏好與對生物課的態度之間的關係。所得資料分別採用描述性統計、t檢定、單因子變異數分析、Pearson相關等統計方法加以分析。
研究結果顯示學生的生物認知偏好依序為應用(A)>記憶(R),原理原則(P)>批判質疑(Q),表示學生處理所習得的生物學知識時,最傾向講求知識的應用性,對知識進行批判質疑則最不傾向,對於記憶與原理原則偏好則無顯著差異。對生物課的態度得分中偏高(Mean=28.12;SD=6.81),尚稱正面積極。學生性別、科展經驗、行政地區、學校類型、老師主修、老師服務年資以及學歷皆有不同程度的影響,針對統計結果達顯著者,進一步提供實際顯著性的資料,研究結果發現性別(d=0.21)、老師主修(d=0.26)對生物認知偏好之效果量屬於低至中度,老師主修(d=0.49)、行政地區(d=0.36)與科展經驗(d=0.25)對生物課的態度亦屬低至中度,其餘皆屬於低度。對生物課的態度與應用、記憶偏好呈現負相關(r=-0.11),與原理原則(r=0.08)、批判質疑偏好(r=0.12)呈現正相關。若將對生物課的態度得分分為高、中、低三組,則中、低分組的學生偏好記憶與應用;高分組學生偏好原理原則與批判質疑。
由調查結果得知,學生在知識應用偏好以及對生物課的態度反應出九年一貫課程的目標之一,但在批判質疑偏好上仍需要加強,透過各變項在批判質疑偏好上的表現差異,建議未來可進一步探討性別角色的差異與認知偏好的關係,推廣並落實科展活動以促進學生主動探究並發現問題,且建議提供適當協助以協助教學年資較少的教師,並繼續探究老師如何透過教學環境影響學生認知偏好的形成。
This survey research applied the Test of Biology Cognitive Preferences (TBCP) and Enjoyment of Biology Lesson (ES) to explore the Biology Cognitive Preference styles and Attitude toward Biology Class among 1,950 seventh grade students in Taipei, Taiwan. Collected data are analyzed by descriptive statistics, t-test, one-way ANOVA, and Pearson correlation. The results show that the seventh grade students have different biology cognitive preference styles: Applications (A) > Recall (R), Principles (P) > Questioning(Q). This indicates that while the students process the Biology knowledge they would learned, they tend to display the most interest in the applications of knowledge and the least interest in questioning the knowledge. There is no significant difference in Recall (R) and Principle (P) preference styles. The average score of students’ ES is relatively high (Mean=28.12; SD=6.81), which shows their attitude is more or less positive. There are different affects in students’ genders, experiences of participating science fairs, administration regions, school types, teacher majors, and years of teaching experiences and background. We also found that genders (d=0.21) and teacher majors (d=0.26) have small to medium effect size on Biology Cognitive Preference styles. Teacher majors (d=0.49), administration regions (d=0.36), and science exhibitions (d=0.25) also have small to medium effect size on Attitude toward Biology Class. The others have small effect size. Attitude and application toward biology and recall preference have negative correlation (r=-0.11) and have positive correlation on principles (r=0.08) and questioning (r=0.12). Grouping the students based on their scores of Attitude toward Biology Class (high, medium, and low score), the low to medium score group prefers Recall and Applications and the high score group prefers Principles and Questioning. This survey results show that students’ attitude toward biology Class, but they still need to reinforce the Questioning preference. Through the understanding of the performance difference of variables on Questioning preference, we suggest that we can focus in the future on understanding the differences in gender roles and enhancing Questioning preferences of girls’. Besides, we can promote and implement science fairs in order to encourage students to explore spontaneously and find the problem. For the less-experienced teachers, we suggest to provide appropriate assistance for induction period and to continue exploring how the teachers can develop the cognitive preference of their students by changing teaching environments.
This survey research applied the Test of Biology Cognitive Preferences (TBCP) and Enjoyment of Biology Lesson (ES) to explore the Biology Cognitive Preference styles and Attitude toward Biology Class among 1,950 seventh grade students in Taipei, Taiwan. Collected data are analyzed by descriptive statistics, t-test, one-way ANOVA, and Pearson correlation. The results show that the seventh grade students have different biology cognitive preference styles: Applications (A) > Recall (R), Principles (P) > Questioning(Q). This indicates that while the students process the Biology knowledge they would learned, they tend to display the most interest in the applications of knowledge and the least interest in questioning the knowledge. There is no significant difference in Recall (R) and Principle (P) preference styles. The average score of students’ ES is relatively high (Mean=28.12; SD=6.81), which shows their attitude is more or less positive. There are different affects in students’ genders, experiences of participating science fairs, administration regions, school types, teacher majors, and years of teaching experiences and background. We also found that genders (d=0.21) and teacher majors (d=0.26) have small to medium effect size on Biology Cognitive Preference styles. Teacher majors (d=0.49), administration regions (d=0.36), and science exhibitions (d=0.25) also have small to medium effect size on Attitude toward Biology Class. The others have small effect size. Attitude and application toward biology and recall preference have negative correlation (r=-0.11) and have positive correlation on principles (r=0.08) and questioning (r=0.12). Grouping the students based on their scores of Attitude toward Biology Class (high, medium, and low score), the low to medium score group prefers Recall and Applications and the high score group prefers Principles and Questioning. This survey results show that students’ attitude toward biology Class, but they still need to reinforce the Questioning preference. Through the understanding of the performance difference of variables on Questioning preference, we suggest that we can focus in the future on understanding the differences in gender roles and enhancing Questioning preferences of girls’. Besides, we can promote and implement science fairs in order to encourage students to explore spontaneously and find the problem. For the less-experienced teachers, we suggest to provide appropriate assistance for induction period and to continue exploring how the teachers can develop the cognitive preference of their students by changing teaching environments.
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認知偏好, 對生物課的態度, 九年一貫, cognitive preferences, attitude toward biology class