研究生的科學知識信念的研究 作者:張子超(國立臺灣師範大學環境教育研究所)

摘要：

諾瓦克(Novak)的「人類建構論」（Human Constructivism）指出學習是一種意義建夠的過程，而這意義需包含心理學和哲學認識論的範疇；據此，本研究在於探討研究生對於科學知識的信念 及態度。對於認識論的定義及類別，本研究室根據努茲堡（Nussbaum）對哲學派別的分析、林肯及辜巴（Lincoln & Guba）對後實證哲學和自然哲學所給的區別、及艾德默生（Ed-mondson）對邏輯實證主義和建構主義的描述。
本研究設計以問卷調查法為資料收集的工具及以描述性統計分析為資料分析的方法，這研究較偏重質的分析，以調查結果的描述及產試代替假說的測試。
本研究分析研究生對於問卷上與觀察、研究過程、數據資料、研究結果、知識本質、及科學知識的建構與發展等主題所做的反應，以聊姐他們的科學知識信念。研究結果指出研究生對於不同的主題會採取不同的立場和信念，因而他們的科學知識信念常相互衝突而前後不一致。
整體而言，在討論與科學知識有關的認識論議題時，研究生的態度較為中庸，在一些議題上贊成建構論的觀點，但當論及與實際所從事研究工作相關的議題時，則採取絕對的邏輯實證論觀點。可見邏輯實證論觀點仍為學校教育及研究單位的主流，不過研究生能以中庸的態度討論認識論的議題，也說明建構論的觀點漸受注意。

關鍵詞：科學知識信念、建構論、邏輯實證論

《詳全文》

An Investigation of Taiwanese Graduate Students' Beliefs about Scientific Knowledge Author: Tzuchau Chang(Graduate Institute of Environmental Education , National Taiwan Normal University)

Abstract：

This research, focused on graduate students' beliefs about scientific knowledge, is guided by Novak's "Human Constructivism", which addresses a constructive perspective on education with a unity of psychological and epistemological meaning making. Nuss-baum's analysis of philosophical perspectives, Lincoln and Guba's distinctions between postpositivism and naturalism, and Edmondson's categorization of logical positivism and constructivism form the base for the discussion of epistemological beliefs in this re-search.
The research design includes a questionnaire survey and the descriptive statistical analysis. Its methodology is qualitatively oriented. It relies on descriptive analyses of survey results, rather than hypothesis testing.
The students' epistemological beliefs about scientific knowledge are revealed through their responses to questions that identify six core factors: observation, inquiry process, data, inquiry results, knowledge, and the development and growth of knowledge, which are adapted from Edmondson's questionnaire. This research shows that the students express different epistemological beliefs about different core factors, so their overall epistemological commitments are not consistent.
Overall, the students hold moderate positions while discussing epistemological issues, but they adopt a firmly logical positivist view to deal with the issues relative to their re-search work. This suggests the dominance of logical positivism in school education and research settings. However, that their moderate position on epistemological issues also shows their awareness of the constructivist perspective.

Keywords：Epistemological beliefs, constructivism, logicalpositivism