| Summary: | 碩士 === 國立中山大學 === 教育研究所 === 102 === The study aims to exploring high school students’ conceptions, approaches, attitudes and achievements of learning Civics and Society among senior high school students in Taiwan. The main purpose of this study consists of: (1) Identifying students’ conceptions of learning Civics and Society through phenomenographic method and examing the relations between students’ conceptions and approaches to learning Civics and Society by using questionnaries developed in this study. (2) Exploring the differences among high school students’ conceptions, approaches, attitudes and achievements of learning Civics and Society by using background variables. (3) Exploring the interrelations among high school students’ conceptions, approaches, attitudes and achievements of learning Civics and Society. (4) Examining the predict power of students’ conceptions, approaches, attitudes of learning Civics and Society in terms of their learning achievements. The study used both qualitative and quantitative methods. First,76 students were interviewed regarding their conceptions of learning Civics and Society through phenomenographic method. Then, a survey was developed, validated, and used 734 students to quantitatively examine students’ conceptions and approaches of learning Civics and Society. The descriptive statistics, independent samples t-test, Person correlation, and stepwise multiple regression analysis was conducted.
The main finding shown in the following: (1) Using the phenomenographic method, the first study revealed eight categories of conceptions of learning Civics and Society: memorizing, testing, increase of knowledge, applying, understanding, judging, seeing in a new way, and changing as a person , which seem to reveal from lower level to higher level. (2) In general, higher level conceptions tend to positively related to deep approaches, and lower level conceptions positively related to surface approaches. Moreover, the higher level conceptions are positively related to mixed-motives (i.e., surface and deep motives). (3)The achievement could be positively predicted by deep strategy and learning conception as “increase of understanding”, and could be negatively predicted by “testing”. Further suggestions were also provided in this study.
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