臺灣博碩士論文加值系統

在日常生活中，學習者面臨社會性科學議題(socio-scientific issues)時，如何進行科學的、客觀的思考與決策，一直是科學教育領域視為重要的課題之一。在社會性科學議題的思考決策歷程中，非制式推理(informal reasoning)扮演了重要的角色。相較於科學制式推理思考據有明確的主題、前提、與結論，非制式推理思考面臨的問題多半是具有高度複雜性與爭議性。因此，許多學者指出， “立場”與 “態度”在非制式推理思考歷程扮演重要的角色。雖然態度是影響決策的重要因素之一，但甚少研究述及在面臨社會性科學議題時，學習者該議題的知識與態度間的關聯。若學習者的態度與知識間具有相關性，教師在面臨社會性科學議題時，將更須警覺，應提供客觀的資訊建構學習者的知識，以幫助學習者建立客觀的態度，進行非制式推理思考。
本研究分成數個階段來釐清在核能與綠能的社會性科學議題中，態度與知識的關聯。
首先(研究一)，本研究發展內隱態度測驗(Implicit Association Test)，評估學習者的態度。根據學習者的內隱態度(implicit attitude)，我們區分學習者為偏好核能組，以及偏好綠能組。
其次(研究二)，本研究評估內隱態度與認知結構間的關係，實驗結果顯示偏好核能組與偏好綠能組在認知結構的分析上無異。
第三(研究三)，本研究評估內隱態度分組與知識品質(訊息處理策略)間的關係，實驗顯示兩組並無顯著差異。
第四(研究四)，本研究評估內隱態度與批判性知識間的關係，發現偏好核能組有較高的核能優點知識與綠能缺點知識，相對的，偏好綠能組有較高的綠能優點知識與核能缺點知識。
研究四已顯示批判性知識與內隱態度間具有關係。研究五進一步試著釐清內隱態度與批判性知識間的關係，發現內隱態度會隨著批判性知識增加而改變。
本研究更進一步分析內隱態度改變與增加的批判性知識間的關係(研究六)，學習者依據態度改變情形區分為趨向核能組與趨向綠能組，實驗顯示態度趨向核能組，增加較多核能優點知識與綠能缺點知識，相對的，態度趨向綠能組增加較多綠能優點知識與核能缺點知識，其中，各組的 “反方立場缺點知識” 的影響似乎遠高於 “己方立場優點知識”。
本研究結果顯示內隱態度與吸收批判性知識兩者之間有關。此外，學習者對核能-綠能議題的態度的改變與吸收反方立場缺點有關。教師提供社會性科學議題訓練學習者推理、決策思考的歷程中，或許應注意提供訊息的客觀性與完整性。

In everyday life, learners face social scientific issue (socio-scientific issues), how to conduct a scientific, objective thinking and decision-making, has been regarded as an important field of science education is one of the topics. Issues in social science thinking decision making process, informal reasoning (informal reasoning) plays an important role. Compared to the standard scientific reasoning thinking, according to a clear theme, premise and conclusion, informal reasoning thinking problems faced mostly highly complex and controversial. Therefore, many scholars have pointed out that "stand" and "attitude" in informal reasoning thinking processes play an important role. Although the attitude is one of the important factors affecting decision making, but little research addressed issues in the face of the social sciences, the learner's knowledge and attitudes of the issues between the association. If the learner's attitudes and knowledge among relevant, teachers in the face of social science issues, the more to be vigilant, should provide objective information to construct the learner's knowledge to help learners to establish an objective attitude, conduct informal reasoning thinking.
This study is divided into several stages to clarify the nuclear energy and green energy issues in the social sciences, attitudes and knowledge related.
First (Study 1), this study develops Implicit Attitudes Test (Implicit Association Test), assess the learner's attitude. According to the learner's implicit attitudes (implicit attitude), we distinguish learner preferences nuclear groups, and prefer green energy group.
Secondly (study two), this study assessed implicit attitudes and relationships between cognitive structure, the experimental group showed preference for nuclear energy Green Energy Group and preferences cognitive structure analysis is no different.
The third (study three), this study assessed implicit attitudes and knowledge grouping quality (information-processing strategy) the relationship between the experiments showed no significant difference between the two groups.
The fourth (four studies), this study assessed implicit attitudes and critical knowledge of the relationship between the discovery of nuclear energy group had a higher preference for nuclear knowledge and green energy advantages disadvantages of knowledge, relative, green energy group had a higher preference for green Nuclear energy advantages disadvantages of knowledge and knowledge.
Studies have shown that four critical knowledge and implicit attitudes have relationships between. Try to study five further clarify implicit attitudes and critical knowledge of the relationship between implicit attitudes found that critical knowledge will increase with the change.
Further analysis of this study, the implicit attitude change with increased knowledge of the relationship between critical (of six), the learner based on attitude change situations are divided into groups with the trend towards nuclear energy Green Energy group, the experimental group show attitude towards nuclear energy, increased more Advantages of nuclear energy knowledge and knowledge of green energy disadvantage relative, attitudes towards green energy group increased more green energy advantages disadvantages of knowledge and knowledge of nuclear energy, in which each group of the "anti-party stance shortcomings knowledge" effect seems much higher than the "Own stance advantages knowledge. "
The results indicated that implicit attitudes and absorption between critical knowledge about. In addition, learners nuclear - green energy issues and the absorption change of attitude about anti-party stance shortcomings. Provide teachers with training in social science issues learners reasoning, decision-making in the course of thinking, and perhaps should be taken to provide the objectivity and integrity of the message.

第壹章 緒論…………………………………………………………………..…1
第一節 研究背景與動機……………………………………………………....3
第二節 研究目的……………………………………………………………....3
第貳章 理論基礎與文獻探討………………………………………………..…4
第一節 知識吸收…………………………………………………………...….4
一、 知識的定義………………………………………………………...…4
二、 知識吸收……………………………………………………………...5
三、 小結(I)……………………………………………………………….9
四、 認知結構……………………………………………………………...9
五、 小結(II) ……………………………………………………….……12
第二節 內隱態度…………………………………………………………....…13
一、 態度的定義…………………………………………………….…….13
二、 內隱態度………………………………………………………….….16
第三節 內隱聯結測驗…………………………………………………….…...18
一、 內隱測驗……………………………………………………………..18
二、 外顯測驗與社會期許反應……………………………………….….21
三、 內隱連結測驗…………………………………………………….….22
第四節 文獻探討結論……………………..……………………………….….25
第參章 研究方法與結果………………………………………………………..26
研究一 發展「核能與綠能議題」的IAT……….………………………………26
研究二 探討內隱態度與認知結構的關係……………………………………37
研究三 探討內隱態度與訊息處理策略的關係………………………………43
研究四 探討內隱態度與批判性知識的關係…………………………………48
　　研究五 探討內隱態度與增加的認知結構關係………………………………53
研究六 探討內隱態度是否會改變………………..…………………………..56
研究七 探討內隱態度與批判性知識吸收的關係………………….………...59
第肆章　　結論與建議……………………………………………………………..64
第一節 結論與討論……………….…………………………………………...64
第二節 研究範圍與限制………………………………………………………65
第三節 建議……………………………………………………………………66
參考文獻……………………………………………………………………………..66

表目錄
表2-1-1：國內外學者對知識的定義整理表………………………………………4
表2-2-1：國內外學者對態度的定義……………………………………………..12
表2-3-1：ＩＡＴ七個步驟程序…………………………………………………..23
表3-1-1：「核能與綠能」ＩＡＴ程序：（一）IAT登入基本資料畫面…………28
表3-1-2：「核能與綠能」ＩＡＴ程序：（二）暖身測驗登入前………………...28
表3-1-3：「核能與綠能」ＩＡＴ程序：（三）暖身測驗說明……………………29
表3-1-4：「核能與綠能」ＩＡＴ程序：（四）暖身測驗開始……………………29
表3-1-5：「核能與綠能」ＩＡＴ程序：（五）正式測驗登入前…………………30
表3-1-6：「核能與綠能」ＩＡＴ程序：（六）正式測驗說明……………………30
表3-1-7：「核能與綠能」ＩＡＴ程序：（七）正式測驗：初始目標-概念區辯作業……………………..................................................................................................31
表3-1-8：「核能與綠能」ＩＡＴ程序：（八）正式測驗：聯結屬性區辯作業...31
表3-1-9：「核能與綠能」ＩＡＴ程序：（九）正式測驗：初始合併作業（練習）
………………………………………………………………………………………..32
表3-1-10：「核能與綠能」ＩＡＴ程序：（十）正式測驗：初始合併作業…….32
表3-1-11：「核能與綠能」ＩＡＴ程序：（十一）正式測驗：反轉的目標－概念區辨作業……………………………………………………………………………..33
表3-1-12：「核能與綠能」ＩＡＴ程序：（十二）正式測驗：反轉的合併作業（練習）…………………………………………………………………………………..33
表3-1-13：「核能與綠能」ＩＡＴ程序：（十三）正式測驗：反轉的合併作業..34
表3-1-14:「核能與綠能」ＩＡＴ信度表…………………………………………36
表3-2-1 內隱態度與認知結構獨立樣本T檢定表………………………………41
表3-2-2 內隱態度與「認知結構」效果量表……………………………………42
表3-3-1 內隱態度與知識品質(訊息處理策略)獨立樣本T檢定表……………45
表3-3-2 內隱態度與「認知結構」效果量表……………………………………46
表3-4-1 內隱態度與「批判性知識」獨立樣本T檢定表………………………51
表3-4-2 內隱態度與「批判性知識」效果量表…………………………………51
表3-5-1前測內隱態度分組與增加的認知結構獨立樣本T檢定表………………55
表3-5-2前測內隱態度分組與增加的認知結構效果量表………………………55
表3-6-1內隱態度分組前、後測統計表…………………………………………58
表3-6-2前、後測內隱態度改變統計表…………………………………………58
表3-6-3 前、後測內隱態度程度改變統計表………………………………...…58
表3-7-1 內隱態度改變與「增加批判性知識」獨立樣本T檢定表…………...62
表3-7-2內隱態度改變與「增加的批判性知識」效果量表……………………63

圖目錄
圖一：認知記憶模式圖………………………………………………………….8
圖二：認知訊息處理流程圖…………………………………………………….8
圖三：社會認知結構圖………………………………………………………....22
圖四：本研究某學生「語意流程圖」………………………………………....40
圖五：兩位學生的語意流程圖－展示評批性知識與一般性知識……………47

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