以結構方程模式驗證影響國二學生科學思考因素之理論模式

本研究旨在評價「科學思考中情意反應、思考習性、創造思考與推理」的多元模式，以找出最佳模式，探討理論模式內潛在變項間的相互影響。受試者有171位國二學生，研究工具為情意反應量表、思考習性量表、科學推理測驗，以及科學創造思考測驗。研究發現：模式七為最佳模式，與觀察資料適配。此模式顯示：情意反應對思考習性有直接影響，對科學創造思考與科學推理有直接與間接影響；思考習性對科學創造思考有直接影響，對科學推理為間接影響；科學創造思考對科學推理有直接影響。據此結果可知，科學思考模式可以用來解釋與預測學生科學思考的表現，以及科學思考時情意反應、思考習性、創造思考與推理的關係。文末提出科學教學及後續研究的建議。

關鍵字

思考習性；科學思考；科學推理；科學創造思考；情意反應

並列摘要

The purpose of this study is to evaluate the 12 SEM scientific thinking models for affective response, thinking disposition, scientific creative thinking, and scientific reasoning with the data from 171 valid questionnaires collected. Instruments used include Affective Response Scale, Thinking Disposition Scale, Classroom Test of Scientific Reasoning, and Scientific Creative Thinking Test. Results indicated the 7^(th) scientific thinking model was the best model, and the majority of the fit indices have indicated good fit of the best model to the data. The main findings included (1) Affective response had significantly direct effects on thinking disposition, direct and indirect effects on scientific creative thinking and scientific reasoning; (2) Thinking disposition had significantly direct effects on scientific creative thinking, and indirect effects on scientific reasoning; (3) Scientific creative thinking had a significantly direct effect on scientific reasoning. These results indicated that best model could be used to explain and predict the performance and the relationships of affective response, thinking disposition, scientific creative thinking and scientific reasoning in students' scientific thinking. Implications for science teaching and future research were discussed.