The effect of differentiated science reading and writing curriculum to promote eighth-grade gifted students’ scientific epistemological belief and metacognition.

• Main Authors: YANG CHIH-HUNG, 楊志鴻
• Other Authors: 溫媺純
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/00455826051201126229

碩士 === 國立彰化師範大學 === 資賦優異研究所 === 99 === Abstract The purpose of this study is to examine the promoting effectiveness of eighth-grade gifted students’ scientific epistemological belief and metacognition by quasi-experimental study througth two-stages curriculum design. The experimental group involved 36 eighth-grade gifted students who had readed PISA reading materials and had measurements for both scientific epistemological belief and metacognition to differtiate these participants at the first stage. Througth a series of science reading and writing curriculum at second stage, the participants had the same measurements again. The results revealed that scientific epistemological belief of the experimental group was matured but metacognition was not. Even so, significant improvement was still visible for some items of metacognition measurement from the dimension of regulation and organization . Compared to the control group with ANCOVA analysis,there was a significant improvement of the experimental group for both scientific epistemological belief and metacognition througth differentiated science reading and writing curriculum. This study provides some suggestions for the development of the gifted enrichment curriculum and the design of science reading activity.