| Summary: | 碩士 === 國立花蓮師範學院 === 國小科學教育研究所 === 93 === Abstract
This research examined the hot cognition in the learning of scientific issues by elementary school students from social and cognitive perspectives. Hot cognition effect induced by the variable of social norms as children judged the reasonableness of various kinds of scientific questions was analyzed. Also, interviews were conducted to understand how children made judgments and choices of belief, so as to realize the mental model and reasoning process of judgment-making for the reasonableness of scientific questions under the hot cognition effect.
The major findings of this research include:
1. Children’s judgment on the reasonableness of scientific questions was influenced by the variable of hot cognition aroused.
(1) In pre-test and post-test, the test for the significance of changes in the reasonableness of options A’ and B’ varied in experimental group and control group. In experimental groups, 77 out of all the 192 options (40.1%) reached significant difference (P <. 05) while the control group had only 3 out of 64 (4.69%) with significant difference (P <. 05).
(2) In pre-test and post-test, the test for significance of the change in voter counts differed in experimental group and control group. Experimental groups had 38 out of all the 96 items (39.6%) with significant difference (P< . 05) while none of the 32 items in control group demonstrated significant difference.
2. Under the intervention of social norms, degrees of hot cognition arousal were induced as children made judgments on the reasonableness of various kinds of questions.
(1) In pre-test and post-test, variation of reasonableness in positively reinforced options was analyzed. It was found that in experimental group, hot cognition effect aroused by explanatory questions was most mendicant among the four kinds of questions.
(2)In pre-test and post-test, the proportion of voter counts moving toward positively reinforced options in the experimental groups was analyzed. The order of hot cognition aroused by the four kinds of questions was: explanatory > persuasive > critical > descriptive.
3. Children believed that they were less easily influenced by social norms than their peers.
(1)In the self-assessment section, 82.3% subjects were convinced that they could make independent judgments in the reasonableness test without being influenced by social norms, while only 17.7% subjects confessed that social norms may influence their judgment.
(2)As for assessment on others, 59.3% subjects assumed that the influence of social norms may alter others’ judgment on reasonableness, while only 40.7% subjects thought others could make independent judgments from the influence of social norms.
4. Children's mental model varied with the reasoning of various kinds of questions, too.
(1)Children’s mental model in judgment reasoning was context-dependent, not fixed to a certain reasoning model.
(2)Children’s mental models for reasoning of various kinds of questions were: “unaffected”, “self-assertive”, “parrot-like”, and “referencing”.
|
|---|
