科技部專題研究計畫主持人
MOST 108-2410-H-017-010-SSS
國小師資生知識認知、學習取向與教學概念的 中介效果考驗
Elementary Pre-Service Teachers’ Epistemic Cognition, Approaches to Learning, and Their Conceptions of Teaching: A Mediation Analysis
科技部
Ministry of Science and Technology
國立高雄師範大學師資培育與就業輔導處
Office of Teacher Education and Careers Service National Kaohsiung Normal University
凃金堂
TU Ching-Tang
國立高雄師範大學師資培育與就業輔導處
Office of Teacher Education and Careers Service National Kaohsiung Normal University
凃金堂
教授
0920780597
tang@nknu.edu.tw
計畫執行期間起:2019-08-01
計畫執行期間迄:2020-07-31
2020-04-01
2020-06-18
全國修習國小師資類科的師資生為研究對象
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003
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中介效果、知識認知、教學概念、學習取向
mediation analysis, epistemic cognition, conceptions of teaching, approaches to learning
國小師資生未來將成為國小教師,其知識認知不僅影響自身對知識的見解,也會影響國小學生對知識的見解。本研究根據文獻理論,提出國小師資生的知識認知會影響其學習取向,進而影響其教學概念。為考驗本研究的假設,本研究以581位國小師資生為研究對象,透過「知識認知量表」、「深層學習取向量表」、「表層學習取向量表」與「建構取向教學概念量表」等研究工具,以結構方程模式,進行中介效果的考驗。研究結果顯示,知識認知對建構取向教學概念有直接效果的影響力,但以學習取向為中介變項的中介變項模式,並未獲得本研究的實證資料支持。
Pre-service teachers will become elementary school teachers in the future. As a result, their epistemic cognition not only influences their understanding of knowledge but also affect the elementary students. According to the theories, this research asserted that epistemic cognition will influence pre-service teachers’ approaches to learning, and further influence their conceptions of teaching. To test the assumption of this research, 581 participants were pre-service teachers, research data were collected from Epistemic Cognition Scale, Deep Learning Approach Scale, Surface Learning Approach Scale, Constructive Teaching Concepts Scale. Meanwhile, structural equation modeling were employed to test the mediation. This research showed that epistemic cognition had an significant impact on constructive teaching concepts. However, the mediation models which took approaches to learning as mediators were not significant.
否,無直接識別資料
除檢查有無可識別個人身份資料外,另檢查個案編號是否重複、變項及選項數值說明是否與問卷一致或未被定義,發現前述狀況時,將於確認後協助修改。
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