高中生3D建模學習知識信念與個人興趣之研究

A Study of High School Students' Epistemological beliefs and Individual Interest in 3D Modeling Learning

李國成 ； 張美珍

《工業科技教育學刊》 15期 (2022/11) Pp. 222-239

https://doi.org/10.6306/JITE.202211_(15).0013

摘要

本研究建構適用高中生3D建模知識信念及個人興趣量表，研究場域為某地區女高中高二學生，施測樣本為452人。具體研究結果如下：（一）知識信念將因素構面分為「知識獲取的控制」、「知識獲取速度」、「知識的組織性」及「知識的確定性」等四個向度，其內部一致性Cronbach α係數分別為.65、.58、.75、.54，11題的總量表Cronbach α係數為.62。個人興趣量表因素構面為「科技個人興趣」及「3D建模個人興趣」，其內部一致性Cronbach α係數分別為.84、.92，11題的總量表Cronbach α係數為.92。本研究並針對不同背景變項學生探討在3D建模知識信念上的差異情形及探討個人興趣與3D建模學習知識信念之關係。

關鍵字

知識信念 ； 個人興趣 ； 3D建模 ； 科技領域

並列摘要

In this study, we constructed the 3D modeling epistemological beliefs and personal interest scale for high school students, and the field of study was female high school sophomores in a region with a sample of 452 students. The results of the study are as follows: (a) epistemological beliefs were classified into four factor constructs: ＂control of knowledge acquisition,＂ ＂speed of knowledge acquisition,＂ ＂organization of knowledge,＂ and ＂certainty of knowledge,＂ and their internal consistency Cronbach alpha coefficients were .65, .58, .75, and .54, respectively.(b) The total scale Cronbach alpha coefficient of 11 questions was .62. The internal consistency Cronbach's alpha coefficients were .84, .92, and .92 for the total scale of 11 questions.This study examines the differences in 3D modeling epistemological beliefs among students from different backgrounds and the relationship between personal interests and 3D modeling learning epistemological beliefs.

並列關鍵字

epistemological beliefs ； individual interest ； 3D modeling ； technology domain