| Summary: | 碩士 === 國立屏東教育大學 === 數理教育研究所 === 100 === The purpose of this study was to investigate the junior high school students’ scientific epistemological views (SEVs) , self- regulated learning(SRL) capability development present situation and both the relatedness. This study used the quantification design. The subjects were 91 students in a seven grade class and two class of eight grade, including 51 male students and 40 female students. The tools included "scientific epistemological views'' questionnaire" (Hung-Shen Chen, 2009) and "self- regulated learning questionnaire " (Biing-Lin Cherng and Chen-Shan Lin, 2001 ). The result showed that in SEVs part, the SEVs of the whole junior high school students still tend to traditional SEVs. The IC score trends to high score, the SN score trends to low score in five dimensions. But the SEVs of whole male and female students had no significant. The SRL capability of the whole junior high school students was good, the score of cognitive dimension trends to high score, the score of action control dimension trends to low score in three dimensions. But the SRL of male and female students had no significant difference. In 23 subscales, only in the negative affective subscale, the female students’ score was higher than the male students’, and had significant difference. In the correlation part, there were many significant correlations between the TL, CT, CU of the junior high school students’ SEVs and three dimensions of SRL. According to the results, it was found that the relation between the junior high school students’ SEVs and SRL was different. In male students’ part, the CU of the SEVs and three dimensions of SRL had highly significant correlation. In female students’ part, the TL, CT, SN, CU of the SEVs and the action control dimension, cognitive dimension of SRL had highly significant correlation.
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