臺灣博碩士論文加值系統

教育神經科學為整合神經科學、心理學及教育學的新興研究領域，主要目的希望透過大腦學習機制的研究來探討教學與學習，進而建立更有效的學習模式，而教師是其中重要推動知識的角色。大腦迷思即是對神經科學研究結果所產生的誤解或扭曲，若教育者具有大腦迷思，可能對其教育實踐產生負面影響。先前研究顯示許多大腦迷思已在教育領域迅速傳播，跨國雖已累積不少教師大腦迷思的調查研究，但對於師資生的研究仍十分有限，且許多跨國研究表明教育者的批判思考能力有助於辨識大腦迷思，但尚無實徵研究探討兩者之關聯性。

是以，本研究旨在瞭解師資生大腦迷思與批判性思考（包含意向、能力）之現況，並進而探討師資生大腦迷思與批判思考意向、能力之關係。本研究以「大腦知識測驗」、「批判思考意向量表」、「批判思考測驗」為研究工具，利用便利抽樣的方式，蒐集並分析共294名臺灣北部地區中小學師資生的資料。

根據調查結果發現，在大腦知識測驗的32道題目中，有11道題目師資生的大腦迷思比率都超過50％。答錯率超過八成的迷思當中，主要是「學習風格」、「糖對注意力的影響」、「動作協調運動有助學習」相關的迷思。各背景變項因素中，以教育程度、修讀大腦或神經科學課程及科普網站的接觸頻率對大腦迷思程度有所影響，碩士以上程度的師資生大腦迷思較大學師資生高，而曾修讀大腦或神經科學課程或經常接觸科普網站則有助於師資生減低大腦迷思。在批判性思考的現況方面，我國師資生批判思考意向屬中等偏高程度，並以「心胸開放」意向最高，「整體與反省思考」意向最低。批判思考能力則屬中等偏低程度，而以「推論」能力最高，「解釋」能力最低。此外，師資生批判思考當中的「推論」、「演繹」和「解釋」能力與大腦迷思程度之間具有顯著相關，顯示師資生的批判思考能力愈佳，大腦迷思的辨識能力愈佳。

由於師資生為未來的準教師，倘若他們帶著錯誤的信念踏入教育現場，極有可能對教育發展造成不利的影響，因此建議未來師資培育課程應加入大腦或神經科學相關課程，並著重批判思考能力的訓練，以強化師資生神經科學素養，增進其辨別大腦迷思的能力。

Educational neuroscience is an emerging research field that integrates neuroscience, psychology, and pedagogy. The main goal is to utilize the study of the brain’s learning mechanism to discuss teaching and learning, thereby establishing more effective learning models. In this field, teachers play a critical role in promoting knowledge. Neuromyths refers to the misunderstandings or distorted ideas people have on neuroscience research results. Neuromyths in educators can negatively affect education implementation. Previous studies have shown that numerous neuromyths have been rapidly spread in the education field. Although several transnational studies have been conducted on teachers’ neuromyths, understanding of neuromyths in preservice teachers still remains limited. In addition, although several transnational studies have stated that the critical thinking ability of educators is conducive to identifying neuromyths, no empirical study has discussed the correlation between the two.

Therefore, the present study investigated the status quo of preservice teachers’ neuromyths and critical thinking (involving disposition and ability). Furthermore, it discussed the correlation between preservice teachers’ neuromyths, critical thinking disposition, and critical thinking ability. This study adopted brain knowledge test, critical thinking disposition scale, and critical thinking test as the research tools. Convenience sampling was used to collect and analyze data of 294 preservice teachers of junior high and elementary schools in northern Taiwan.

The survey results showed that among the 32 items in the brain knowledge test, over 50% of the preservice teachers exhibited neuromyths in 11 items. Myths answered incorrectly by 80% of the participants were mainly about learning styles, the impact of sugar on attention, and the idea that motor coordination exercises are conducive to learning. Regarding background variables, education attainment, studying brain or neuroscience courses, and the frequency of visiting popular science website exhibited influence on the degree of neuromyths. Preservice teachers with a master’s degree or above showed stronger neuromyths than did those with a bachelor’s degree. Studying the brain or neuroscience courses or frequent visits of popular science websites were conducive to reducing preservice teachers’ neuromyths. Regarding the current state of critical thinking, the critical thinking disposition of Taiwan’s preservice teachers were moderate to high. They showed the highest and lowest disposition in open-mindedness and in overall and reflective thinking, respectively. Their critical thinking ability was moderate to low; specifically, they performed the most and least favorably on inference and explanation, respectively. Moreover, regarding preservice teachers’ critical thinking, their inference, deduction, and explanation abilities were significantly correlated to their degree of neuromyths. Specifically, preservice teachers with outstanding critical thinking ability were superior in identifying neuromyths.

Because preservice teachers are future teachers, those who enter the field of education with wrong beliefs are extremely likely to cause negative impact on educational development. Therefore, we suggest that future teacher cultivation courses include brain or neuroscience-related courses and emphasize training on critical thinking to strengthen preservice teachers’ neuroscience literacy and increase their ability to identify neuromyths.

謝詞 v
摘要 vii
目次 xi
表次 xiii
圖次 xv

第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與待答問題 3
第三節 重要名詞釋義 4
第四節 研究範圍與限制 5

第二章 文獻探討 7
第一節 教育神經科學 7
第二節 教師與師資生的大腦迷思相關研究 13
第三節 批判性思考 27

第三章 研究方法 39
第一節 研究架構 39
第二節 研究對象 40
第三節 研究工具 40
第四節 資料處理與分析 47


第四章 結果分析與討論 49
第一節 基本資料分析 49
第二節 中小學師資生大腦迷思之現況 54
第三節 中小學師資生批判性思考之現況 63
第四節 中小學師資生大腦迷思與批判性思考的相關分析 67

第五章 結論與建議 71
第一節 結論與討論 71
第二節 建議 79

參考文獻 81
中文部分 81
外文部分 84

附錄 93
一 研究工具使用同意書 93
二 中小學師資生大腦迷思與批判性思考之關聯性調查問卷 97
三 中等教育類科任教領域次數分配表 111
四 大腦或神經科學相關課程摘要表 115

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