| Summary: | 碩士 === 國立屏東師範學院 === 數理教育研究所 === 93 === The purpose of this essay was to investigate the critical thinking process and behavior representation of excellent pupils in the nature and science field. Through “ Critical Thinking Test-Level I”(CTT-I), twelve good critical thinking pupils which included three gifted and three great achievement pupils in fifth grade as well as in sixth grade were chosen from 30 great achievement and 20 gifted pupils. As the objects of study, these pupils’ behaviors in the classroom were observed and they were asked to answer some scientific questions. At the same time, the in-depth interviews with pupils assisted to know more about their thinking process and the differences between their backgrounds.
The main results of this study are as follows:
1. From some senior elementary school pupils, fifty great achievement and gifted pupils in the science and life technology field were chosen to have the “ Critical Thinking Test-Level I”(CTT-I). By comparing, the results of test showed that the grade and gender could affect the ability of critical thinking.
2. According to the result of classroom observation, the behavioral characteristics of different style pupils were unlike. With few obvious behavior representation, quiet pupils often owned elementary clarification and basic support abilities to critically think about question. On the contrast, active pupils had plenty of behavior representation such as inference abilities, judgment and advanced clarification. Moreover, active pupils could utilize their strategy and tactics abilities to discuss about controversial issues.
3. Based on the answers of science questions, the thinking processes of quiet pupils were to solve science problem by regarding experience and knowledge as the basement of judgment. Therefore, when they were asked questions they usually had no enough confidence and could not face the unfamiliar situation. On the other hand, active pupils were more skillful to answer questions. According to their experience and knowledge, they could solve problem by assumption, inference and giving examples. Facing problems, they could try their best to find the best solution.
4. Although all of them emphasized on understanding and used similar ways to deal with difficulty, different individual character and behave of pupils would influence their critical thinking process. To solve the science problem in the nature and science field, they would appear different thinking process and behavior representation.
At last, based on the results and discussion of this study, some suggestions were offered to study results, education in the science and life technology field and professional study so as to be helpful to future scientific education.
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