高中資優生假設驗證能力之探究
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Date
2020-08-??
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國立臺灣師範大學特殊教育中心
National Taiwan Normal University Special Education Center
National Taiwan Normal University Special Education Center
Abstract
假設驗證 (hypothesis-testing) 是人們重要的認知能力，此能力與概念的形成、推理、問題解決，乃至於創造力都有密切關係。本研究旨在探討高中資賦優異學生與普通學生之假設驗證能力的差異。研究對象為 56 名中部地區之高中生，其中語文資優生 18 名、數理資優生 19 名及普通生 19 名。透過自編之假設驗證作業，比較語文資優生、數理資優生與普通生在數字作業和文字作業上的假設驗證能力表現，包括答對題數與六個表現變項（測試次數、案例數、總假設數、假設種類、不合理假設與測試策略），答對題數越多表示假設驗證能力越好。研究結果發現：三組學生在假設驗證的答對題數上沒有顯著差異；語文資優生在數字作業上的測試次數顯著多於普通生；數理資優生在數字作業上使用互包性測試策略的比率顯著多於普通生，在文字作業上產生的不合理假設比率顯著低於普通生，在數字作業的正例測試策略的使用比率顯著低於語文資優生和普通生。
Hypothesis testing is an important cognitive ability to humans, which is highly related to concept formation, reasoning, problem solving as well as to creativity. The purpose of this study was to explore whether there were any differences in their ability to hypothesis testing between gifted and regular high school students. This study recruited 56 high school students from the middle region of Taiwan, including 18 students gifted in language and art, 19 students gifted in math and science, and 19 regular students.Using a self-made test with 12 hypothesis-testing tasks, the performances of the three groups in hypothesis testing were further analyzed. Research findings indicated that: (a) there were no differences in the number of correct items among the three groups; (b)when compared to the performance of regular students in numeral tasks, students gifted in language and art made more trials while students gifted in math and science more frequently used mutually embedded strategies; (c) students gifted in math and scienceused less positive testing strategies in numeral tasks than regular students and students gifted in language and art did, and had less unreasonable hypotheses in word tasks than regular students.
Hypothesis testing is an important cognitive ability to humans, which is highly related to concept formation, reasoning, problem solving as well as to creativity. The purpose of this study was to explore whether there were any differences in their ability to hypothesis testing between gifted and regular high school students. This study recruited 56 high school students from the middle region of Taiwan, including 18 students gifted in language and art, 19 students gifted in math and science, and 19 regular students.Using a self-made test with 12 hypothesis-testing tasks, the performances of the three groups in hypothesis testing were further analyzed. Research findings indicated that: (a) there were no differences in the number of correct items among the three groups; (b)when compared to the performance of regular students in numeral tasks, students gifted in language and art made more trials while students gifted in math and science more frequently used mutually embedded strategies; (c) students gifted in math and scienceused less positive testing strategies in numeral tasks than regular students and students gifted in language and art did, and had less unreasonable hypotheses in word tasks than regular students.