The Cognitive Patterns of Model in Benchmark of Science

• Main Authors: Chang Tien Ping, 張添評
• Other Authors: Lin Tsai Ku
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/80777004149520220687

碩士 === 國立高雄師範大學 === 物理學系 === 102 === This study developed a middle school students' science literacy benchmarks "" pattern concept "K-12 segments per year benchmark transformed the questions as applied to measurement tools, and to double the questions presented in the form. The first layer is a digital option, ask the subject to express their degree of positive or negative stem, four options in turn, are "an agreed two disagree, 3 Not necessarily, four uncertain second layer option is open a ground answer is to allow subjects to express their options in the first layer Why choose one, or two, or three, or four reasons. The subjects in the school as a Grade 3 students Surveying samples. Done in pursuance of the returned questionnaires quantitative and qualitative analysis, among which each question of cognitive styles, patterns, levels and frequency analysis is most important. In this study, and on this basis a variety of inference, reasoning followed by the principle and its results is called inference for the following reasons: "Because each question of each subject's cognitive types are qualitative data manifests itself , is indisputable objective existence, so in addition has appeared cognitive types, various cognitive types of permutations and combinations are also potential objective reality. theoretically enough as long as the sample under test, these potential objective reality, is bound to become a reality reality, therefore, this study does not appear, but these are likely or inevitable future potential objective reality (potentially complex cognitive type) called inference. this fact is also a predictive inference, as long as enough of the sample under test they are bound to occur.