學生學習投入、好奇心、教師集體層級變項與科學探究能力的關係：跨層級調節式中介效果之探討

Relationship Among Engagement and Curiosity of Individual Level Variables of Students, Group Level Variables of Teachers, and Scientific Inquiry Abilities: Conference of Cross-Level Moderated Mediation

本研究目的在探討以個體層級之學習投入、好奇心與教師集體層級變項（包括科學探究教學信念、非科學探究教學信念、教師專業社群支持、創新教學支持、教學經驗）為自變項，探討兩者對學生科學探究能力的影響，並檢驗教師集體層級變項是否透過學生層級變項的中介對學生科學探究能力產生跨層級調節式中介效果的影響與教師集體層級變項之跨層級調節效果。本研究透過對32所國高中、494位教師、1,926位學生的調查，使用階層線性模式（Hierarchical Linear Modeling, HLM）分析變項間的關係。研究結果發現如下：一、學生學習投入與好奇心對科學探究能力有正向直接影響效果；二、教師科學探究教學共同信念、教師專業社群支持與創新教學支持對學生科學探究能力具有跨層級直接效果，其中，創新教學支持的影響效果為正向直接效果，而教師科學探究教學共同信念與教師專業社群支持的影響效果為負向直接效果；三、教師集體教學經驗會經由學習投入影響學生科學探究能力表現，具有跨層級調節式中介效果，亦即教師集體教學經驗不僅對學生科學探究能力有顯著的間接效果，同時也具有正向調節效果；四、教師科學探究教學共同信念對學生好奇心與學生科學探究能力表現之關係具有正向調節效果。除此之外，學生好奇心也具有正向調節教師科學探究教學共同信念與科學探究能力關係的效果，亦即教師科學探究教學的共同信念對於探究能力的負向影響將因學生好奇心的逐漸提升而漸趨減緩，終至好奇心提升到一定程度時，將調節教師集體層級之科學探究信念正向影響學生探究能力，並漸趨增強。

This study used the two variables at the individual level of students (i.e., engagement and curiosity) and five teacher group variables at the school level (i.e., inquiry belief, non-inquiry belief, school support for the teacher community, school support for innovative teaching, and teaching experience) as independent variables to discuss how these factors influence the students’ scientific inquiry abilities. This study also examined whether school level variables affect the cross-level moderated mediation on the scientific inquiry abilities of students by mediating the student level variables and explored for the cross-level moderation in the school level variables that may occur. In this investigation, spanning 32 junior and senior high schools including 494 teachers and 1,926 students, hierarchical linear modeling was used to analyze the relationship among the variables at different levels. The findings of this study are as follows: (1) The two variables, engagement and curiosity, at the individual level of students have a direct and positive effect on scientific inquiry abilities. (2) Inquiry belief, school support for the teacher community, and school support for innovative teaching have a cross-level direct effect on the scientific inquiry abilities of students. Here, the effect of school support for innovative teaching is positive and direct, whereas the effects of inquiry belief and school support for the teacher community are negative and direct. (3) Teaching experience can influence students’ performance of scientific inquiry abilities through engagement, which demonstrates a cross-level moderated mediation. That is, teaching experience not only has an obvious and indirect effect on scientific inquiry abilities but also provides positive moderation. (4) Inquiry belief provides positive moderation on the relationship between curiosity and the performance of scientific inquiry abilities. Similarly, curiosity demonstrates positive moderation on the relationship between inquiry belief and scientific inquiry abilities. In other words, when curiosity gradually increases, inquiry belief gradually decrease a negative effect on scientific inquiry abilities. Finally, curiosity, increasing to a certain extent, moderates inquiry belief, thus having a positive effect on scientific inquiry abilities that are gradually strengthening.