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研究生:邱欣怡
研究生(外文):CHIU, HSIN-YI
論文名稱:心向理論運用在STEM課程模式分析之研究
論文名稱(外文):A study on applying mindset theory to the analysis of STEM curriculum models
指導教授:劉嘉茹劉嘉茹引用關係
指導教授(外文):Chia-Ju Liu
口試委員:吳昌祚邱志偉高慧蓮羅豪章
口試委員(外文):Chang-Tzuoh Wu
口試日期:2024-01-26
學位類別:博士
校院名稱:國立高雄師範大學
系所名稱:科學教育暨環境教育研究所
學門:教育學門
學類:專業科目教育學類
論文種類:學術論文
論文出版年:2024
畢業學年度:112
語文別:中文
論文頁數:180
中文關鍵詞:STEM課程心向理論領域特定性心向非領域特定性心向
外文關鍵詞:STEM CurriculumMindset TheoryDomain-Specific MindestNon-Domain-Specific Mindest
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Normal 0 0 2 false false false EN-US ZH-TW X-NONE /* Style Definitions */ table.MsoNormalTable{mso-style-name:表格內文;mso-tstyle-rowband-size:0;mso-tstyle-colband-size:0;mso-style-noshow:yes;mso-style-priority:99;mso-style-parent:"";mso-padding-alt:0cm 5.4pt 0cm 5.4pt;mso-para-margin:0cm;mso-pagination:widow-orphan;font-size:10.0pt;font-family:"Times New Roman",serif;}This study centers on creating the"Multidimensional STEM Mindset Scale". This tool is based on theMindset theory of Dweck (2006; 2019) and is created to investigate fundamentalelements in STEM activities. Examine how students' "Domain-Specificmindset" and "Non-field-specific mindset" affect their level ofparticipation in STEM courses. The connection between mindset andmulti-dimensional involvement models in STEM is illustrated. The data analysisutilized partial least squares structural equation modeling (PLS-SEM),bootstrap resampling, chi-square test, and t-test for dependent means. Thisstudy was carried out after collecting detailed quantitative data andconducting small-scale courses to gather both qualitative and quantitativedata.The study found that "Domain-Specific mindsets" have a greaterimpact on "self-efficacy" and "engagement" than"Non-Domain-Specific mindsets." "Non-Domain-Specificmindsets" have a greater influence on course engagement compared to"Domain-Specific mindsets." Examine how personal beliefs influenceinvolvement in STEM disciplines and provide strategies for developing STEMeducation that considers this factor. The study aims to enhance students'involvement in STEM and strengthen their desire to pursue STEM-related fieldsand careers.
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目錄

摘要..................................................................... I
Abstract..............................................................III
目錄.....................................................................V
表次...................................................................VII
圖次.....................................................................XI
第壹章 緒論...........................................................1
第一節 研究背景與動機.......................................3
第二節 研究目的與問題.......................................7
第三節名詞釋義....................................................9
第四節 研究範圍與研究限制..............................11
第貳章 文獻探討..................................................13
第一節 STEM課程的重要性...............................15
第二節 影響STEM參與之因素...........................19
第三節 心向理論..................................................21
第四節 心向理論在STEM領域中的研究...........29
第五節 文獻對本研究影響之綜理論述..............39
第參章 研究方法..................................................41
第一節 研究架構..................................................41
第二節 研究假設..................................................43
第三節 研究流程..................................................45
第四節 研究樣本..................................................47
第五節 研究工具之建構......................................51
第六節 STEM課程...............................................65
第七節 資料蒐集與分析......................................69
第肆章 研究結果與討論......................................73
第一節 心向與STEM教育參與關聯模式檢驗...75
第二節 心向與STEM課程參與關聯模式檢驗...89
第三節 心向對STEM參與之影響.....................125
第四節 STEM參與調查之結果與討論.............133
第伍章 結論與建議............................................135
第一節 結論........................................................137
第二節 建議與未來研究....................................143
參考文獻.............................................................145
中文部分.............................................................145
英文部分.............................................................147
附錄.....................................................................163
附錄一 STEM心向量表初版.............................163
附錄二 STEM心向量表第二版.........................165
附錄三 多維度STEM參與量表.........................167
附錄四 STEM課程模組(一)學習單.............171
附錄五 研究參與者知情同意書........................173
附錄六 STEM課程模組(二)學習單..............175
附錄七 多維度STEM心向量表..........................177


表次

表 2-3-1 心向理論研究……………………….…………………………..….…….23
表 2-3-2 歸因理論…..…...…………………………………….…....…..…….……24
表 2-4-1 心向與STEM的研究取向…….………………………………....…..........30
表 3-4-1 參與「STEM心向量表」初步預試之STEM教師基本資料統計表….....47
表 3-4-2 參與「STEM心向量表」第一次預試之學生基本資料統計表…….…. 48
表 3-4-3 參與「STEM心向量表」第二次預試之學生基本資料統計表………...48
表 3-4-4 參與「多維度STEM參與量表」第一次預試之學生基本資料統計表…49
表 3-4-5 參與正式施測高中學生之基本資料統計表……………………….…….49
表 3-4-6 參與STEM課程高中學生之基本資料統計表………………………..….50
表 3-5-1 STEM心向量表」第一次預試量表之信度分析結果……….……….….52
表 3-5-2「STEM心向量表」第二次預試量表之信度分析結果………………....55
表 3-5-3 STEM心向正式施測量表之信度分析結果………….……………….….56
表 3-5-4 非領域特定性心向總量表之信度分析結果……………………...….…..57
表 3-5-5 領域特定性心向之信度分析結果……………………………...…….….57
表 3-5-6 領域特定性心向總量表之信度分析結果…….…………………………58
表 3-5-7 心向問卷之信度分析結果………….……………………………………58
表 3-5-8 科學動機與參與量表中文版………….……………………………..…..59
表 3-5-9 第一版「多維度STEM參與量表」……………………………….……..61
表 3-5-10多維度STEM參與量表預試之信度分析結果………………….…….....63
表 3-5-11多維度STEM參與量表正式施測之信度分析結果……….….………....64
表 3-7-1 STEM課程討論與實作評量尺規…………………………………….......70
表 3-7-2 相關係數.05顯著水準之統計考驗力近似值….………………………....71
表 3-7-3 評分者一致性-皮爾森相關係數…………………………………...……..64
表 4-1-1 心向與STEM教育參與測量模式整體適配度分析摘要表……………...76
表 4-1-2 心向與STEM教育參與量表聚斂效度評判指標……..……….………....78
表 4-1-3 心向與STEM教育參與異質特質-單一特質比率矩陣………………......79
表 4-1-4 心向與STEM教育參與Fornell-Larcker準則下的變量關係….……….....80
表 4-1-5 心向與STEM教育參與直接效果…………………………………...…....81
表 4-1-6 心向與STEM教育參與特定間接效應…………………………………...83
表 4-1-7 心向與STEM教育參與路徑係數…………..………….………………....84
表 4-1-8 心向與STEM教育參與R2及調整後R2……...…………..……...……......86
表 4-1-9 心向與STEM教育參與構念間效應大小的f2矩陣…………...…...…......87
表 4-2-1 STEM課程(一)與STEM課程(二)課程參與度相關性…………....90
表 4-2-2 顯著水準為.05時,相依樣本t考驗的統計考驗力近似值…..……..…...90
表 4-2-3 STEM課程(一)、(二)課程參與度相依樣本t檢定…………….…91
表 4-2-4 心向與STEM課程(一)參與測量模式整體適配度……..…………....94
表 4-2-5 心向與STEM課程(一)參與聚斂效度評判指標……...………….......95
表 4-2-6 心向與STEM課程(一)參與異質特質-單一特質比率矩陣……..…..96
表 4-2-7 心向與STEM課程(一)參與直接效果……...………...……………....97
表 4-2-8 心向與STEM課程(一)參與間接效應……...……………...………....99
表 4-2-9 心向與STEM課程(一)參與路徑係數……...…………..…...……....100
表 4-2-10心向與STEM課程(一)參與R2及調整後R2…..…..………..…........102
表 4-2-11心向與STEM課程(一)參與構念間效應大小的f2矩陣……...….....103
表 4-2-12 心向與STEM課程(二)參與測量模式整體適配度…………...…...110
表 4-2-13心向與STEM課程(二)參與聚斂效度評判指標……..………….…112
表 4-2-14心向與STEM課程(二)參與異質特質-同質特質比矩陣……...…...113
表 4-2-15心向與STEM課程(二)參與直接效果……………..………….....…114
表 4-2-16 心向與STEM課程(二)參與間接效應………………..…………....116
表 4-2-17 心向與STEM課程(二)參與路徑係數…………………………......117
表 4-2-18 心向與STEM課程(二)參與R2及調整後R2………..………..….....118
表 4-2-19 心向與STEM課程(二)參與構念間效應大小的f2矩陣……....…...104
表 4-3-1 參與STEM課程受試者之心向統計………….………………….….….125
表 4-3-2參與STEM課程受試者之領域特定性心向分佈………………...…….125
表 4-3-3 參與STEM課程受試者之非領域特定性心向分佈……………..…….126
表 4-3-4 參與STEM課程受試者之非領域特定性心向分組級距………..……...126
表 4-3-5 參與STEM課程受試者之領域特定性心向分組級距………..………...127
表 4-3-6 參與STEM課程受試者之課程討論分數分佈………..………………...127
表 4-3-7 參與STEM課程受試者之實作分數分佈……..………………………...128
表 4-3-8 STEM課程討論與實作百分等級……………………..…………………129
表 4-3-9 STEM課程討論分組級距………………………………………………..129
表 4-3-10 STEM課程實作分組級距………………………………………………130
表 4-3-11 心向與課程參與卡方關聯性測試……………………………………..131
表 4-4-1 多維度STEM參與度模式直接效果………………………………….....134
圖次
圖 1-2-1 心向理論與 STEM 參 ..............................................................................7
圖 2-2-1 台灣 STEM 優秀學生的 STEM 整合行為模.........................................19
圖 2-4-1 WoW 敘事空間中的問題結……………………….…………………...34
圖 2-4-2 多種領域可以有不同程度的整合方……….……………….………....37
圖 2-5-1 理論架構………………………………………………………………….40
圖 3-1-1 研究架構…………………………………………………………………41
圖 3-3-1 研究流程圖………………………………………………………………45
圖 3-5-1 STEM心向量表專家審查修改過程…………….……………………..…54
圖 3-6-1 NGSS(2013)提出的 STEM 課程的七個階段..………...……….….…66
圖 3-7-1 資料蒐集與分析流程圖…………………………………………….…....69
圖 4-1-1 心向與 STEM 教育參與待測模式………………………………………75
圖 4-1-2 心向與 STEM 教育參與 PLS-SEM 路徑係數與解釋力分析……..….84
圖 4-1-3 心向與 STEM 教育參與 PLS-SEM 的模型統計檢定 t 值與解釋力...…85
圖 4-2-1 心向與 STEM 課程(一)參與待測模式………………………………92
圖 4-2-2 心向與 STEM 課程(一)參與 PLS-SEM 路徑係數與解釋力分析....101
圖 4-2-3 STEM 課程一課程照片…………………………………………..……...107
圖 4-2-4 STEM 課程一課程照片…………………..……………………………...107
圖 4-2-5 STEM 課程一蓬鬆的蛋糕皂成品照片………………………………….108
圖 4-2-6 STEM 課程一蓬鬆的蛋糕皂成品照片……………………………….....108
圖 4-2-7 心向與 STEM 課程(二)參與待測模式……………………………109
圖 4-2-8 心向與 STEM 課程(二)參與 PLS-SEM 路徑係數與解釋力分析....117
圖 4-2-9 STEM 課程二課程受試者作品照片………………………………….…121
圖 4-2-10 STEM 課程二課程受試者作品照片…………………………………...121
圖 4-2-11 STEM 課程二課程材料與工具照片…………………………………...122
圖 4-4-1 心向對 STEM 教育參與中介效……………………………………...133
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