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作者:陳則佳
作者(英文):Ze-Jia Chen
論文名稱:動手做態度對情境興趣與失敗歸因之相關研究:以 STEM競賽學生為例
論文名稱(英文):Research on the Relationship between Hands-On Making Attitude, Situational Interest and Failure Attribution – Using STEM Contestants as an Example
指導教授:蔡其瑞
指導教授(英文):Chi-Ruei Tsai
口試委員:洪榮昭
古智雄
口試委員(英文):Jon-Chao Hong
Chih-Hsiung Ku
學位類別:碩士
校院名稱:國立東華大學
系所名稱:教育與潛能開發學系
學號:610888305
出版年(民國):111
畢業學年度:110
語文別:中文
論文頁數:104
關鍵詞:STEM動手做態度情境興趣失敗歸因
關鍵詞(英文):STEMHands-On Making AttitudeSituational InterestFailure Attribution
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隨著未來的社會發展趨勢與十二年國民基本教育的推行,台灣近年來對於STEM教育越加重視,期盼能培養出更多STEM人才。過去研究指出,學生的學習態度會影響學習興趣,而學習過程中的失敗歸因亦將影響其持續興趣。本研究以PowerTech青少年科技創作競賽為研究場域,進行不同背景變項之差異分析,以及探討STEM學習者在PowerTech競賽中的態度對其初始情境興趣、失敗歸因與持續情境興趣之相關。本研究之研究對象為參與PowerTech青少年科技創作競賽的國中、小學生,使用李克特五點量表進行問卷調查,共發放750份問卷,回收後的有效問卷為516份,透過差異分析與結構方程模型驗證研究假設,獲致研究結果如下:1.不同性別之STEM學習者對於動手做態度沒有顯著差異。2.不同性別之STEM學習者對於初始情境興趣與持續情境興趣沒有顯著差異。3.不同性別之STEM學習者對於失敗歸因智慧因素和失敗歸因努力因素皆沒有顯著差異。4.年級對失敗歸因:智慧因素有影響。5.STEM學習者的動手做態度與初始情境有顯著正相關。6.初始情境興趣與失敗歸因:智慧因素有顯著正相關。7.初始情境興趣與失敗歸因:努力因素有顯著正相關。8.失敗歸因:智慧因素與持續情境興趣有顯著正相關。9.失敗歸因:努力因素與持續情境興趣有顯著正相關。基於以上,具有高度動手做態度的STEM學習者會將失敗歸因於內在因素,且願意從失敗中學習並有興趣參與之後的PowerTech競賽。
Due to the trend for future social development, and the implementation of 12-year basic education, Taiwan has paid more and more attention to STEM education in recent years hoping to cultivate more STEM talents. Previous researches have pointed that students’ learning attitudes would affect their interests in learning, and the failure attribution in the course of learning would affect the continuity of the abovementioned interests; therefore, this study used The PowerTech Science and Technology Hands-On Creation Contest for Youth as the research field and conducted variance analysis among different background variables as well as probed into the relationships between the learning attitudes of the contestants, i.e. STEM learners, and their initial situational interests, failure attribution, and continuous situational interests. This study distributed 750 Likert-scale questionnaires to both junior high school students and elementary school students participating in The PowerTech Science and Technology Hands-On Creation Contest. A total of 516 valid questionnaires were collected then analyzed via the variance analysis and the structural equation model to yield the following results: (1) There is no significant difference between male teens and female teens regarding their hands-on making attitude. (2) There is no significant difference between male teens and female teens regarding both their initial situational interests and continuous situational interests. (3) There is no significant difference between male teens and female teens regarding the internal factors of failure attribution. (4) Grades would influence the intelligence factor of failure attribution. (5) There is a significant positive correlation between hands-on making attitude and the initial situation. (6) There is a significant positive correlation between the initial situational interest and the intelligence factor of failure attribution. (7) There is a significant positive correlation between the initial situational interest and the effort factor of failure attribution. (8) There is a significant positive correlation between the intelligence factor of failure attribution and the continuous situational interest. (9) There is a significant positive correlation between the effort factor of failure attribution and the continuous situational interest. Overall, STEM learners with high hands-on making attitude would attribute failure to intrinsic factors, and willing to learn from failure. They are also interested in participating more PowerTech competitions.
謝誌 I
中文摘要 III
Abstract V
表目錄 IX
圖目錄 XI
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 5
第三節 研究問題與假設 5
第四節 名詞解釋 7
第五節 研究流程 8
第二章 文獻探討 11
第一節 動手做態度對科學學習的影響 11
第二節 興趣在動手做活動中的角色 13
第三節 在科學學習中的歸因:興趣維持 17
第三章 研究方法 23
第一節 研究架構與假設 23
第二節 研究對象與方法 29
第三節 研究工具 29
第四節 資料處理方法 33
第四章 實證資料分析 47
第一節 樣本特徵分析 47
第二節 驗證性因素分析 48
第三節 差異性分析 55
第四節 適配度報告與修正 57
第五節 結構方程模型分析 59
第五章 結論與建議 67
第一節 研究討論 67
第二節 研究結論 71
第三節 研究限制與後續研究建議 72
參考文獻 75
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