三～六歲幼兒的科學性推理：法則的歸納、證據的推衍、問題的驗證

Scientific Reasoning of 3-to 6-Year-olds: Generalizing Rule, Generating Evidence and Testing

莊麗娟(Li-Chuan Chuang)

《科學教育學刊》 18卷1期 (2010/02) Pp. 1-23

https://doi.org/10.6173/CJSE.2010.1801.01

摘要

為了澄清晚近發展心理學的研究疑點，深入瞭解幼兒的科學性推理，本研究擴展國外研究設計，以較完整、明確、深入的方式，檢視80名3~6歲幼兒在「法則的歸納」、「證據的推衍」、「問題的驗證」上的科學性推理。經一對一的深入晤談，兼用量化與質性分析，研究結果發現：(1)3歲已能從系列證據中，歸納出因果法則，其思維已超越具體比對的層次，另涉及抽象的策略；(2)3歲已能依據因果法則，推衍出一系列的證據，唯在「非因果性」情境中，較無法處理衝突性線索，呈現較多的偏誤；(3)若輔以系列性提問，3歲幼兒亦能在此思考的引導下，形成驗證性設計，顯示幼兒的推理侷限，可能不在於無法作抽象思考，而在於無法同時處理大量訊息。整體而言，在科學性推理上，幼兒已超越直覺層次，隱含邏輯性的思維潛能。

關鍵字

因果推理 ； 科學性推理 ； 證據 ； 驗證

並列摘要

Aiming at understanding young children's scientific reasoning in order to clarify current issues in developmental psychology, this study traced 80 young children's causal thinking. The researcher extended current research designs and further explored children's generalizing rule, generating evidence and testing. Qualitative and quantitative analyses were employed after one-to-one interviews and the results revealed that: (1) 3-year-olds could already draw causal conclusion from evidence and employ abstract strategies without depending on concrete comparisons, (2) Based on given causality, 3-yearolds could generate serial evidence for supporting the given rules. However, in non-causal situations, they failed to employ the contradictory cues and therefore made more errors, (3) Supported with a serial of focused questions, 3-year-olds could formulate their testing design effectively. What they failed to show was the ability to process the massive information simultaneously, rather than to think abstractly. Inclusively, young children showed their potential for thinking logically without depending only on their intuition.

並列關鍵字

Causal Thinking ； Evidence ； Scientific Reasoning ； Testing

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