探討學生線上探究表現與其科學認識信念及科學學習自我效能感間的關係

Abstract

本研究根據108課綱的學習表現架構表中的探究能力設計相關的探究情境問題，並以線上形式的評量進行測驗，降低學生在實驗室中操作的困難度，以了解學生在探究活動中的思考表現。探究活動以學生為知識建構主體，因此學生投入活動的參與程度與意願高低會影響探究表現；學生在建構知識的過程中，會受到其具有的科學認識信念影響，因此本研究使用科學學習自我效能感問卷與新編科學認識信念問卷進行相關性的分析。研究結果表明，學生於線上探究活動中的表現，在「假設階段」、「實驗階段」的表現較佳，而「論證階段」、「反思與建模階段」平均得分率較低。從不同的分組分析中發現，性別差異與探究表現無關，文理組間的差異來自於被歸類於理組的醫護類學生分數較高所致，而同為理組的理工類則與文組學生表現無顯著差異。從相關性分析中發現，探究表現與科學學習自我效能感及科學認識信念皆有相關。在科學學習自我效能感與探究表現的相關性分析中，實踐行動維度與探究表現的關聯在各分組情況下皆有顯示，而不同分組的相關模式也略有差異。在科學認識信念與探究表現的相關性分析中，當學生具有傾向建構主義的科學認識信念時，其探究表現也會較好。

According to the newly developed Curriculum Guidelines for 12-Year Basic Education in the area of nature science, inquiry ability has been a major focus in learning and teaching. This study aimed to design a mobile-based interactive inquiry assessement. By using the interactive inqiry assessment, we hoped to reduce the difficulty of conducting real experiments in the laboratory. In the interactive inquiry program, student-centered activities were deigned. It was thus anticipated that students’ participation and willingness would affect their performance. Also, many studies have reported that in the knowledge construction process, students will be affected by their scientific epistemological beliefs. Accordingly, this study applied both science learning self-efficacy questionnaire and an adapted scientific epistemological beliefs questionnaire to detect how students’ inquiry performance would be associated with their self-efficacy and scientific epistemic beliefs.The results of the study showed that students displayed better performances in the stages of making hypothesis and conducting experiments when playing with the online interactive inquiry program, while the average scores in the stages of"argumentation " and "reflecting and modeling " were lower. Between different genders, there was no difference in inquiry performance. Noticeably, differences were found among students in different social and science oriented tracks. In particular, the highest scores were found in students in the medical and nursing track, while students in science and engineering track showed no difference from those in the social-study oriented tracks. By the Pearson correlation analysis, associations were found between inquiry performances and both science learning self-efficacy and scientific epistemic beliefs. Regarding self-efficacy, the practical action dimension was found to relate significantly to inquiry performance accorss different gender and academic orientation groups. In addition, when students’ scientific epistemic beliefs inclined more to constructivism, their inquiry performances were better.