從社會認同理論探討高中生傾向科學的態度與科學本質的理解

Senior High School Students' Attitude toward Science and Understanding of Nature of Science: A Social Identity Perspective

楊文金(Wen-Gin Yang) ； 楊莉川(Li-Chun Yang)

《物理教育》 2卷1期 (1998/04) Pp. 45-62

https://doi.org/10.6212/CPE.1998.0201.03

摘要

This study investigated the relationship between senior high school students' attitude toward science and understanding of nature of science and their ”science identity”. Three operation definitions of ”science identity” were formed: ”images of peer scientist”, science and nonscience streaming, and the intention to be a scientist.Several instruments were constructed or revised, including ”Attitride Toward Science Inventory”, two versions of ”Understanding of Nature of Science”-one is ”scientistic” version and the other is ”'non-scientistic”. 690 high school students weare sampled.Some interesting results were found. There are significant difference of attitude toward science between high and low ”science identity,” students (p＜ .001), and there exists medium correlation (r＞0.38) between these two variables. There are also significant differences between high and low ”science identity” students' understanding of nature of science, that is high science identity students tend to hold a scientistic view of science.These findings are satisfactorily interpreted in terms of social identity theory. Implications of science education were discussed and some suggestions were proposed.

並列摘要

This study investigated the relationship between senior high school students' attitude toward science and understanding of nature of science and their ”science identity”. Three operation definitions of ”science identity” were formed: ”images of peer scientist”, science and nonscience streaming, and the intention to be a scientist.Several instruments were constructed or revised, including ”Attitride Toward Science Inventory”, two versions of ”Understanding of Nature of Science”-one is ”scientistic” version and the other is ”'non-scientistic”. 690 high school students weare sampled.Some interesting results were found. There are significant difference of attitude toward science between high and low ”science identity,” students (p＜ .001), and there exists medium correlation (r＞0.38) between these two variables. There are also significant differences between high and low ”science identity” students' understanding of nature of science, that is high science identity students tend to hold a scientistic view of science.These findings are satisfactorily interpreted in terms of social identity theory. Implications of science education were discussed and some suggestions were proposed.