不同批判思考與認知策略的國中生在問題發現的表現

The Junior High School Students' Problem-Finding Performances in Different Critical Thinking and Cognitive Strategies

林育秀(Yu-Xiu Lin) ； 洪振方(Jeng-Fung Hung) ； 林日宗(Jih-Tsung Lin)

《臺北市立大學學報》 45卷2期 (2014/11) Pp. 1-21

https://doi.org/10.6336/JUT.4502.001

摘要

本研究旨在探討不同批判思考與認知策略的學生在問題發現能力的差異性，以及批判思考與認知策略各次能力對問題發現能力預測的相對權重。採問卷調查法，對象是高雄市的國二學生，有效樣本291人，研究工具有批判思考測驗第一級、生物認知策略調查表與研究者自編的問題發現開放性問卷等。在問題發現開放性問卷中，屬收斂式問題發現類型的評分是依據學生所提出「判斷理由的合理性」之評分架構進行評分；屬發散式問題發現則依據學生提出問題的流暢性、獨創性與問題品質進行評分。結果顯示：不同批判思考能力的學生在三種問題發現之表現達顯著差異。不同認知策略能力的學生在「經驗性─發散式問題發現」的表現達顯著差異。批判思考各次能力在問題發現的表現預測的相對權重：「經驗性─收斂式問題發現」之表現為「演繹」最高，「辨認假設」次之。「概念性─收斂式問題發現」之表現依序為「解釋」、「歸納」和「演繹」。「經驗性─發散式問題發現」之表現為「演繹」較高，「歸納」次之。認知策略各次能力對問題發現的表現作預測之相對權重均以監控認知策略最高。

關鍵字

問題發現 ； 批判思考 ； 認知策略

並列摘要

This study aims to investigate junior high school students' problem-finding performance using different critical thinking and cognitive strategies, as well as find the relative weight of critical thinking and cognitive strategies in predicting their problem-finding capability. This study uses questionnaire survey as its research method, sampling a total of 291 8th Graders in Kaohsiung City, Taiwan. The research tools include ＂Critical Thinking Test-I (CTT-I),＂ ＂The Inventory of Biological Cognitive Strategies (IBCS),＂ and ＂Open-Ended Problem-Finding Questionnaire,＂ edited by the researcher. In the Open-Ended Problem-Finding Questionnaire, the convergent problem-finding was rated depending on the students justification of rationality. The divergent problem-finding score was based on student question fluency, originality, and the quality of questions. The results show that the 8th Graders' performances differ significantly in critical thinking, such as the empirical-convergence problem-finding, conceptual-convergence problem-finding, and empirical-divergence problem-finding, which are shown respectively as follows. Those 8th Graders who apply different cognitive strategies differ significantly in empirical-divergence problem-finding. The 8th Graders adopted critical thinking skills to predict problem-finding. In empirical-convergence problem-finding, the relative weight of deductions are higher than recognition assumptions. In conceptual-convergence problem-finding, the highest relative weight is interpretations, followed by inductions, and the lowest is deductions. In empirical-divergence problem-finding, the relative weight of deductions are higher than inductions. Among the cognitive strategies, when ＂monitoring cognitive strategies＂ are adopted, the relative performance in predicting problem-finding is the highest.

並列關鍵字

problem-finding ； critical thinking ； cognitive strategies

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