國小師資生知識認知、學習取向與教學概念的中介效果考驗

"Elementary Preservice Teachers' Epistemic Cognition, Approaches to Learning, and Conceptions of Teaching: A Mediation Analysis"

國小師資生未來將成為國小教師，其知識認知不僅影響自身對知識的見解，也會影響國小學生對知識的見解。本研究根據文獻理論，提出國小師資生的知識認知會影響其學習取向，進而影響其教學概念。為考驗本研究的假設，本研究以581位國小師資生為研究對象，透過「知識認知量表」、「深層學習取向量表」、「表層學習取向量表」與「建構取向教學概念量表」等研究工具，以結構方程模式，進行中介效果的考驗。研究結果顯示，知識認知對建構取向教學概念有正向直接效果的影響力；知識認知分別對深層學習取向與表層學習取向，有正向與負向直接效果的影響力。但以學習取向為中介變項的中介變項模式，並未獲得本研究的實證資料支持。

"Teachers encounter new knowledge every day, and their opinions on this new knowledge influence not only their ownmethods for gaining new knowledge but also those of their students. Research on how an individual perceives knowledge beganwith Perry’s (1970) research on the longitudinal development of the ethical and intellectual development of Harvard Universitystudents in the United States, and the study of“epistemic cognition”in the field of educational psychology developed thisconcept further. Epistemic cognition is the exploration of how individuals think about, use, and understand the knowledge theypossess.The term“approaches to learning”refers to the intention of learners when they encounter new content in learning situationsand the learning strategies they adopt. Marton and Säljö’s (1976) exploration of the correlation between how Swedish collegestudents read scientific papers and their learning outcomes opened up a new avenue for academic research on this theme."