Study of the Eighth-Grade Gifted Students’Scientific Epistemological Belief and the Ability of Scientific Argumentation

• Main Author: 莊喬茵
• Other Authors: 溫媺純
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/zqe74d

碩士 === 國立彰化師範大學 === 特殊教育學系所 === 102 === The purpose of this study is to explore the scientific epistemological belief and the ability of scientific argumentation of eighth-grade gifted students. There were 53 general intellectual ability gifted students, 50 math and science gifted students and 110 non-gifted students participating this study. By using a questionnaire translated by Tsai &; Wu to assess students’ views of scientific epistemological belief and a self-developed questionnaire to assess students’ ability of scientific argumentation datas were collected from all the participants and were analyzed by descriptive statistics and one-way ANOVA. The major findings were as follows: 1.Scientific epistemological belief （1）Overall: The gifted students trend to hold more constructivist epistemological beliefs than the non-gifted students. （2）Source: There are no significant differences between gifted students and non-gifted students. （3）Certainly: The math and science gifted students trend to hold more constructivist epistemological beliefs than the non-gifted students. There are no significant differences between the general intellectual ability gifted students and the other two groups. （4）Development and Justification: The general intellectual ability gifted students trend to hold more constructivist epistemological beliefs than the non-gifted students. There are no significant differences between the math and science gifted students and the other two groups. 2.Ability of scientific argumentation: The gifted students did significantly better than the non-gifted students except rebuttals. 3.The scientific epistemological belief showed positive correlation to ability of scientific argumentation in the non-gifted group,but no correlation in the gifted group.