國中個案班級學生探究能力與後設認知相關研究

• Main Authors: yi-mu lee, 李宜穆
• Other Authors: 林煥祥
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/98242987426516371880

碩士 === 國立花蓮教育大學 === 科學教育研究所 === 94 === The purpose of this research is to understand the status of students’ inquiry and metacognitive ability and to further explore the relationship between experimental design and metacognitive ability in a group of eighth grade students (sophomore in middle school). Using the students who participated in an extracurricular scientific exploration program as experimental subjects, and the “experimental design test” and the revised “ metacognition evaluation table” as tools, we summarized the following findings: A. The status of students’ experimental design ability: The students scored better in the abilities of “designing experiments” than “defining questions”. B. The status of students’ metacognitive ability: 1. The overall metacognitive ability is rated better than average. 2. Among the six evaluation categories in metacognitive abilities, the students scored best in “planning according to cognition adjustment” and scored worse in “cognition knowledge based on individual variation”. C. The relationship between experimental design and metacognitive ability: There is a positive correlation between some subsets of the metacognitive ability, such as knowledge about tasks, knowledge about strategies, evaluation and regulation, and overall experimental design ability. D. The difference in experimental design abilities among students with various metacognition scores: The students scored differently in three experimental design categories: the completion of experimental design, variation control and defining question. There is a significant positive correlation between the overall metacognition ability and subcategories in experimental design.