課室結構知覺對科學知識信念、學習成就與迷思概念的影響

The Relationship among the Perceived Classroom Structure, Science Epistemological Belief, Misconception and Academic Achievement

知識信念是指個人對知識本質與求知歷程的看法，本研究主要在探討國中科學課室中，學生之覺得課室結構如何影響個人知識信念，繼而影響其學習成就與迷思概念的情形。以臺北地區331名國中七年級學生為對象，工具「課室結構知覺量表」與「科學知識信念量表」皆經信度及探索性與驗證性因素分析，證實信效度良好。研究結果發現，建購的課室結構知覺、科學知識信念與學習成就間呈正相關，與迷思概念呈負相關，亦即知覺課室結構為建構取向的課程內容與教學方法，持知識是變異與推論而得非快速學習之知識信念者，其生物科的學習成就愈好，「呼吸作用」的迷思概念愈少。而階層迴歸分析結果支持本研究的推論，及科學知識信念是課室結構知覺與學習成就、迷思概念、正確概念與錯誤概念之間的中介變項。

The purpose of this study was to investigate the relationship among perceived classroom structure， science epistemological belief， misconception and academic achievement. Three hundred and thirty-one seven-graders completed a self-report survey assessing their perceived classroom structure， science epistemological belief and misconception. Results included that （1）the perceived constructivist classroom structure exerted significant positive effects on individual science epistemological belief and academic achievement， but exerted negative effects on misconception， and that （2）individual science epistemological belief was the mediating variable between the perceived classroom structure and misconception. Based on the findings of the present study， the implications for theory and practice， as well as for further research， were also discussed.