臺灣博碩士論文加值系統

本研究旨在討論影響科學知識觀的背景因素，從性別、性格類型
和區域文化出發，找出其影響學生科學知識觀的情形與關係。本研究採量化調查研究，調查對象以南部都會區高雄市某國中學生共84人進行研究，男生49人，女生35人。學生科學知識觀針對校際差異進行分析之資料，則包含屏東縣兩所及高雄市學校一所，並依便利取樣原則，選擇任教班級進行資料收集。研究工具分為學生科學知識觀資料採用「科學知識觀量表」 (陳弘昇, 2009) 開發之科學觀點問卷收集，學生的性格類型則使用「麥布二氏人格量表」 (MBTI) 。進行描述性統計、卡方檢定、ANOVA及事後檢定分析。結果顯示，科學知識觀部分，本研究樣本之南部都會區國中學生其科學知識觀略傾向傳統的科學知識論觀點。本研究之學生在科學知識觀問卷中的平均數介於 3.77 至 4.08之間，稍低於其他研究。其中以科學知識具變異性 (CT) 最高 (4.08) ，理論負載性 (TL ) 最低 (3.77) 。本研究根據文獻討論發現，因科學知識觀與性格類型均會影響學生在接收科學知識後的處理策略選擇，故推論性格類型為影響科學知識觀的因素之一，但根據量表的資料分析後發現，兩者並未有顯著關係。性別方面，不同性別在科學知識觀 IC、CT、SN向度中確有差異。學生的科學知識觀的確存在校際間差異。位於都會區與偏鄉區域的學校，學生在科學知識觀的分布情形確有差異。

The purpose of the study was investigated background factors on the scientific epistemological views, such as gender, personality and regional cultures. The sample consisted of 84 students (49males, 35females) in a Kaohsiung metropolitan junior high school. The data in different schools are obtained with convenience sampling from two schools in Pingtung and one in Kaohsiung. The data in this research are analyzed by the descriptive statistics,Chi-square,and ANOVA.The research tools are scientific epistemological view questionnaire (H.S.Chen, 2009 ),and MBTI,.The result showed that the trend from Taiwan southern urban students is more traditional. The average of the questionnaire in this study is between 3.77 and 4.08, which is below other studies. The scientific epistemological views are not different with personalities. According to the documents, the scientific epistemological views and personalities has influence on the strategy choice. However, after the analysis, there is no strong relation between them. There are differences in IC, CT, and SN with genders. The concept of scientific knowledge differs among urban and ritual schools. According to the results of this study , teachers in the teaching process , students should take into account gender, family , school and cultural background factors to design teaching materials and teaching methods , and increase student and peer interaction opportunities. Future research could consider in phase of the junior high school students'' scientific epistemological views .

目次…………………………………………………………………… i
表次…………………………………………………………………… ii
圖次…………………………………………………………………… iii
第一章 緒論………………………………………………… 1
第一節 研究背景與動機……………………………………………… 1
第二節 研究目的與問題……………………………………………… 5
第三節 研究範圍與限制……………………………………………… 5
第四節 名詞解釋……………………………………………………… 6
第二章 文獻探討…………………………………………… 8
第一節 知識論的定義與內涵………………………………………… 8
第二節 科學知識論與科學學習……………………………………… 31
第三節 性格取向理論及其與學習的關係…………………………… 50
第三章 研究設計…………………………………………… 67
第一節 研究流程與架構……………………………………………… 67
第二節 研究對象……………………………………………………… 70
第三節 研究工具……………………………………………………… 71
第四節 資料收集與分析……………………………………………… 74
第四章 研究結果與討論…………………………………… 76
第一節 國中學生科學知識觀描述性統計…………………………… 76
第二節 不同性格類型對學生科學知識觀的影響…………………… 80
第三節 科學知識觀各向度與MBTI性格類型之關聯…………………88
第四節 性別與科學知識觀之關聯…………………………………… 96
第五節 區域文化對科學知識觀的影響……………………………… 100
第五章 結論與建議………………………………………… 107
第一節 結論…………………………………………………………… 107
第二節 教學上的建議………………………………………………… 109
第三節 未來研究的建議……………………………………………… 110
參考文獻 …………………………………………………… 113
附錄 ………………………………………………………… 122
表次
表2-1 科學知識量表……………………………………………………………… 26
表2-2 科學知識觀量表…………………………………………………………… 29
表2-3 國中八年級學生科學知識觀各向度得分表……………………………… 30
表2-4 MBTI的四種偏向……………………………………………………………54
表2-5 美國地區MBTI16類的心理型態分類………………………………………57
表2-6 Keirsey的四種人格特質…………………………………………………… 58
表2-7 人格型態與學科偏好……………………………………………………… 65
表3-1 科學知識觀量表各向度之題目分配表…………………………………… 72
表4-1 國中學生科學知識觀問卷摘要表………………………………………… 77
表4-2 MBTI各向度人數統計表…………………………………………………… 82
表4-3 取樣學生十六種性格類型統計摘要表……………………………………… 83
表4-4 美國人口MBTI 16類的人格類型比例分配表……………………………… 84
表4-5 取樣男女學生MBTI問卷心理能力的走向E/I向度卡方檢定交叉表……… 85
表4-6 取樣男女學生MBTI問卷認識外在世界的方法S/N向度卡方檢定交叉表… 86
表4-7 取樣男女學生MBTI問卷倚賴甚麼方式做決定T/F向度卡方檢定交叉表 … 87
表4-8 取樣男女學生MBTI問卷生活方式和處事態度J/P向度卡方檢定交叉表… 88
表4-9 知識論觀點問卷與MBTI人格類型E/I向度摘要表…89
表4-10 國中學生科學知識觀對MBTI人格類型E/I向度t-test摘要表…87
表4-11 知識論觀點問卷與MBTI人格類型E/I向度摘要表…91
表4-12 國中學生科學知識觀對MBTI人格類型S/N向度t-test摘要表…92
表4-13 知識論觀點問卷與MBTI人格類型T/F向度摘要表…93
表4-14 國中學生科學知識觀對MBTI人格類型T/F向度t-test摘要表…94
表4-15 知識論觀點問卷與MBTI人格類型J/P向度摘要表…94
表4-16 國中學生科學知識觀對MBTI人格類型J/P向度t-test摘要表…95
表4-17 國中男女學生科學知識觀問卷摘要表…97
表4-18 國中學生科學知識觀問卷獨立樣本t檢定………98
表4-19 三間學校學生在科學知識觀各向度得分情形摘要表…101
表4-20 ANOVA摘要表……………………………………… 103
表4-21 Tukey 事後檢定摘要表…………………………………………… 105
表4-22 三校科學知識觀問卷各向度依性別t考驗摘要表…106
圖次
圖3-1 研究架構圖…………………………………………………………… 69
圖3-2 研究流程圖…………………………………………………………… 69
圖3-3 MBTI網站…………………………………………………………… 73
圖3-4 學生MBTI十六種性格類型結果…………………………………………………………… 73

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