族群、家庭經濟、閱讀環境與認知能力對幼兒科學問題解決能力影響之研究

The Study on the Influence of Ethnic Group, Family Economy, Reading Environment, and Cognitive Ability on Scientific Problem-Solving Abilities of the Preschoolers

謝亞恆(Ya-Heng Hsieh)

《科學教育學刊》 29卷1期 (2021/03) Pp. 1-23

https://doi.org/10.6173/CJSE.202103_29(1).0001

摘要

本研究旨在探討族群、家庭經濟、閱讀環境、認知能力與幼兒科學問題解決能力之關連性及發展變化。因此，研究對象為332位五歲學前幼兒及其家長，在經過三次長期追蹤調查之後，運用潛在成長模式分析進行五歲公、私立學前幼兒族群、家庭經濟、閱讀環境與認知能力等因素對於科學問題解決能力的直接影響，以及不同族群透過家庭經濟、閱讀環境與認知能力三個中介變項對於科學問題解決能力所造成的間接影響。研究結果發現：一開始科學解決能力越高的幼兒，後續科學解決能力並沒有增加越快的趨勢。其次，非少數族群幼兒，其日後的科學解決能力之成長速率明顯高於少數族群，而且會隨著時間的遞移有顯著擴大趨勢。另外，家庭經濟、閱讀環境與認知能力在幼兒科學問題解決能力之起始表現與成長率有顯著影響。最後，就整體效果分析顯示，少數族群幼兒家庭經濟的弱勢，閱讀環境資源的缺乏，惟認知能力有不錯的表現，使得初期科學解決能力表現不差，但隨著三波的遞移，少數族群科學解決能力的成長速率不如非少數族群，因而加大其與非少數族群科學解決能力的差距。由此來看，族群、家庭經濟、閱讀環境、認知能力對幼兒科學問題解決能力起始狀態與成長速率具有影響。文末提出相關討論與建議。

關鍵字

科學問題解決能力 ； 家庭經濟 ； 族群 ； 認知能力 ； 閱讀環境

並列摘要

This research aims to explore the relationship and developmental changes on ethnic groups, family economy, reading environment, cognitive ability, and children's scientific problem-solving ability among 332 five-year-old preschoolers and their parents after three long-term follow-up surveys. The Latent Growth Model (LGM) was used to analyze the direct influence of factors such as family economy, reading environment, and cognitive ability of preschoolers on their scientific problem-solving abilities, as well as the indirect influence of these variables in different ethnic groups. Results showed that the follow-up abilities of preschoolers with higher scientific solution abilities did not increase faster than preschoolers with lower scientific solution abilities. Secondly, the growth rate of scientific solution abilities of the majority ethnic preschoolers was significantly higher than that of the minority ethnic preschoolers. Third, family economy, reading environment, and cognitive ability of preschoolers showed a significant impact on the initial performance and growth rate of scientific problem-solving abilities among the preschoolers. Fourth, in spite of the disadvantage of minority students' family economic status and the lack of reading environment resources, preschoolers with good cognitive ability demonstrated better initial performance in scientific solution abilities. However, the growth rate of the abilities of the minority ethic preschoolers was not as good as that of the growth rate of the abilities of the majority ethic preschoolers. These results indicate that ethnic group, family economy, reading environment, and cognitive ability have an impact on the initial state and growth rate of scientific problem-solving abilities among the preschoolers in this study. Relevant discussions and suggestions are put forward at the end of the article.

並列關鍵字

Scientific Problem-Solving Ability ； Family Economy ； Ethnicity ； Cognitive Ability ； Reading Environment

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