| Summary: | 碩士 === 國立臺灣科技大學 === 數位學習與教育研究所 === 100 === This study is to explore the relationships of college students’ scientific epistemological beliefs, conceptions of learning science, and approaches to learning science. The samples were 553 undergraduate students (287 females and 266 males) that divided into two groups (267 science and 286 non-science major students) from 59 universities in Taiwan. Three questionnaires were used in this study: Scientific Epistemological Beliefs (SEB), Conceptions of Learning Science (COLS) and Approaches to Learning Science (ALS). The results indicated that that there was no gender difference in the SEB and COLS (except for the ‘memorizing’ of learning science). Furthermore, the male students tended to have deep motivations and strategies than female students when learning science. This study also found that, in general, the higher grade level students had more sophisticated SEB, COLS, and ALS than lower grade level students. In addition, there was no difference between science and non-science major students in terms of their SEB and COLS, and science major students tended to have deep motivations and strategies than non-science major students. Through the results of path analysis, in general, it is indicated that the students who either held more sophisticated SEB or COLS tended to process more advanced ALS to learning science. On the other hand, students with higher-level COLS, could positively induce deep motivation, deep strategy and surface motivation to learn science. However, as a result, female, lower grade and non-science major college students tended to view both ‘memorizing’ and ‘understanding and seeing a new way’ as essential components at the same time, which may further predict their deep motivations and strategies when learning science.
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