國小師資生知識認知、學習取向與教學概念的中介效果考驗

凃金堂

doi:10.6251/BEP.202112_53(2).0008

山西大学，您好！

感谢采购，人社期刊库｜人社论文库，期间：2024/01/01~2024/12/31

感谢试用，科学期刊库｜科学论文库，期间：2024/10/20~2025/01/20

浏览高级检索

关闭
检索检索高级检索出版物检索
浏览期刊主题浏览核心期刊浏览期刊拼音浏览

关闭

查询符号(半角)	查询符号意义说明
空格	表示为「AND」两个查询词之交集
双引号 ( " " )	片语以双引号标示开始及结束，而且只寻找出现顺序相同的字词，例： " image process "
?	表示一个字母切截，输入两个?表两个字母，依此类推，例：输入「Appl?」，查得结果应为appl e , appl y … ( 常用于英文字查询 )
*	表示不限字母切截，由0~n. 例：输入「appl*」，查得结果应为appl e , appl es , appl y , appl ied , appl ication … ( 常用于英文字查询 )
AND、OR、NOT	布尔逻辑组合关键字，用来扩大或缩小查询范围的技巧。 (1) AND ：缩小查询范围 (2) OR ：扩大查询范围(3) NOT：排除不相关的范围

DOI 是数位物件识别码（ D igital O bject I dentifier ）的简称，
为物件在网路上的唯一识别码，可用于永久连结并引用目标物件。

使用DOI作为永久连结

每个DOI号前面加上「 http://dx.doi.org/ 」便成为永久网址。
如以DOI号为 10.5297/ser.1201.002 的文献为例，此文献的永久连结便是： http://dx.doi.org/ 10.5297/ser.1201.002 。
日后不论出版单位如何更动此文献位置，永久连结所指向的位置皆会即时更新，不再错失重要的研究。

引用含有DOI的文献

有DOI的文献在引用时皆应同时引用DOI。若使用APA、Chicago以外未规范DOI的引用格式，可引用DOI永久连结。

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。如想对DOI的使用与概念有进一步了解，请参考（）。

ACI:

数据来源：Academic Citation Index，简称ACI

台湾最大的引用文献资料库，目前收录台湾与港澳地区所出版的人文学、社会学领域学术期刊之书目资料与参考文献，总期刊量超过690种，每年定期公布收录期刊的影响指数(Impact Factor)等指标给大众，并提供专家学者与学术单位实用的计量与分析功能。

五年影响指数（5-Year Impact Factor）：某一期刊前五年所出版的文章在当年度的平均被引用次数。

公式：（前五年发表论文在统计年的被引用次数）÷（前五年论文产出论文总篇数）

例如：A期刊2017年之五年影响指数

(A期刊2012-2016年发表论文在2017年的被引总次数)/(A期刊2012-2016年发表的论文总数)

什么是预刊文章？

为提供读者最前线之学术资讯，于期刊文献获同意刊登后、纸本印制完成前，率先于网路线上发表之文章即为预刊文章。预刊文章尚未有卷期、页次及出版日期资讯，但可藉由DOI号识别。 DOI号是文献的数位身份证字号，不论预刊或正式出版皆不会改变，读者可点击DOI连结，或于DOI号前面加上「 http://dx.doi.org/ 」连结到文献目前最新版本。

如何引用预刊文章？

请使用预刊文章的线上发表日期及DOI号来引用该篇文献。

引用范例(视不同引文格式规范可能有所差异)：

作者姓名。文章篇名。期刊名称。 YYYY/MM/DD线上预先发表。

doi:DOI 号

来源数据

P437 - 462

社会科学 > 心理学
社会科学 > 教育学

DOI： 10.6251/BEP

书目管理工具

相关连结

问题回报

全文下载

国小师资生知识认知、学习取向与教学概念的中介效果考验

Elementary Preservice Teachers' Epistemic Cognition, Approaches to Learning, and Conceptions of Teaching: A Mediation Analysis

凃金堂(Chin-Tang Tu)

教育心理学报； 53 卷 2 期 (2021 / 12 / 01) ， P437 - 462

繁体中文 DOI： 10.6251/BEP.202112_53(2).0008

中介效果；知识认知；教学概念；学习取向； mediation analysis ； epistemic cognition ； conceptions of teaching ； approaches to learning

0 个人觉得这篇文章赞

摘要 │ 参考文献 (75) │ 被引用文献 (3) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

Teachers encounter new knowledge every day, and their opinions on this new knowledge influence not only their own methods for gaining new knowledge but also those of their students. Research on how an individual perceives knowledge began with Perry's (1970) research on the longitudinal development of the ethical and intellectual development of Harvard University students in the United States, and the study of ＂epistemic cognition＂ in the field of educational psychology developed this concept further. Epistemic cognition is the exploration of how individuals think about, use, and understand the knowledge they possess. The term ＂approaches to learning＂ refers to the intention of learners when they encounter new content in learning situations and the learning strategies they adopt. Marton and Säljö's (1976) exploration of the correlation between how Swedish college students read scientific papers and their learning outcomes opened up a new avenue for academic research on this theme. Learners who adopt a ＂deep approach＂ to learning do so because they want to understand their inner motivation for learning and thus exhibit a high level of engagement in the learning process. These learners use different learning strategies to link their previous learning experiences to their studies, thereby developing a system of structured knowledge. By contrast, learners who adopt a ＂surface approach＂ to learning are often compelled by extrinsic motivation. They are therefore less active learners, opting for the regurgitation over internalization of knowledge; thus, they are unable to develop a structured knowledge system. A teacher's teaching concept influences the design of their teaching activities and their choice of teaching strategies, thereby affecting their teaching effectiveness. Teachers who adopt the concept of constructivist teaching consider the main purpose of teaching to be the establishment of an appropriate learning environment that supports students in the active development of knowledge. In such a classroom, the task of students is to play a role similar to that of a scientist and to construct knowledge using exploratory methods of their own. By contrast, teachers who adhere to traditional teaching concepts consider the purpose of teaching to be the transfer of knowledge to students. The task of students in this type of classroom is to absorb the knowledge passed on by their teacher. According to Kang (2008), teachers and students who believe that knowledge is certain and should be passed on by authority figures tend to advocate for teaching concepts of traditional pedagogy. Chan (2003) discovered that those with innate abilities tend to adopt a surface learning approach whereas those who learn assiduously are inclined to adopt a deep learning approach. Baeten et al. (2016) reported that the scores of those who use deep learning approaches are significantly and positively correlated with the scores obtained using student-centered teaching concepts. On the basis of the preceding literature review, this study proposed the following three hypotheses: H_1: The epistemic cognition of elementary preservice teachers would exert a significant influence on their teaching concepts. H_2: The epistemic cognition of elementary preservice teachers would exert a significant influence on their approaches to learning. H_3: The epistemic cognition of elementary preservice teachers would exert a mediating effect on teaching concepts through approaches to learning. This study analyzed 201 valid responses to a pretest and 581 valid responses to a the questionnaire test proper. Four research instruments that all had 5-point Likert scales were used in this study: The Epistemic Cognition Scale, Deep Learning Approach Scale, Surface Learning Approach Scale, and Constructivist Teaching Scale. Exploratory and confirmatory factor analyses were performed on all four scales to test the construct validity, and the reliability of each scale was tested using Cronbach α coefficients. The α coefficients obtained for the four subscales of the Epistemic Cognition Scale were between .64 and .76, those for the four subscales of the Deep Learning Approach Scale were between .60 and .73, those for the four subscales of the Surface Learning Approach Scale were between .66 and .92, and those for the two subscales of the Constructivist Teaching Scale were both .86. The reliability and validity tests of the four scales thus had good reliability and validity. In this study, mediation was tested for using structural equation modeling in MPLUS 8.4 statistical software. The results supported H_1 and H_2 but not H_3. The results reveal that the epistemic cognition of elementary preservice teachers directly affects their conception of constructivist teaching. Thus, when the epistemic cognition of preservice teachers leans toward a diverse view of knowledge and when the teachers believe that individuals can construct knowledge on their own, they tend to adopt a constructivist teaching approach, which is student centered. The epistemic cognition of elementary preservice teachers directly affects their approach to learning. Therefore, these teachers tend to adopt deep learning approaches that connect new knowledge to past experiences. However, when the epistemic cognition of preservice teachers tends toward the view that knowledge comes with binary right-wrong answers and is transmitted by authority, teachers tend to adopt surface learning approaches, which involve regurgitation. The results of this study also indicate that the epistemic cognition of elementary preservice teachers affects their approach to learning and constructivist teaching concepts, and if elementary preservice teachers know how to adopt a deep learning approach, they are better able to form a constructivist conception of teaching. Elementary preservice teachers become elementary school teachers, and the epistemic cognition of elementary school teachers not only affects their own approach to learning and teaching concepts but also the epistemic cognition of their students. Therefore, teacher-training institutions should pay more attention to the development of elementary preservice teachers' epistemic cognition, approaches to learning, and concepts of teaching. According to the literature, elementary preservice teachers' epistemic cognition tends toward multiple constructions and the belief that knowledge can be constructed by learners themselves. They tend to adopt deep learning and constructivist approaches, which are beneficial to knowledge construction. Therefore, their approach to learning mediates between epistemic cognition and the concepts of teaching. However, the results of this study reveal that the mediating effect of elementary preservice teachers' epistemic cognition on constructivist teaching concepts through approaches to learning was not supported by the empirical data. The literature lacks findings on the mediating effects of epistemic cognition, approaches to learning, and concepts of teaching. Therefore, future studies should continue to explore the mediating effects of these three variables.

参考文献 ( 75 ) 〈TOP〉

左台益, T.-Y.,胡政德, C.-T.(2009)。准教师从真实情境中建构教学模式的认知因素分析与机制。当代教育研究，17(4)，61-101。
连结：
陈萩卿, C.-C.,张景媛, C.-Y.(2007)。知識信念影响学习运作模式之验证。教育心理学报，39(1)，23-43。
连结：
劉佩云, P.-Y.(2011)。知識／认識观、目标导向与认知投入径路模式之检验。课程与教学，14(2)，135-160。
连结：
萧佳纯, C.-C.(2020)。师资生教师信念之纵贯性研究：以任教意愿为调节变项。教育科学研究期刊，65(2)，251-276。
连结：
赖英娟, Y.-C.,巫博瀚, P.-H.(2018)。台湾国中生「数学知识信念量表」之编制。测验学刊，65(3)，315-339。
连结：

被引用文献 ( 3 ) 〈TOP〉

邱奕齐(2023)。COVID-19疫情冲击下：阅读宗教文学能提升情绪智力及生活品质满意度？。管理实务与理论研究，17(3)，56-79。
(2024)。国小教师素养导向探究教学及其相关因素之研究：以成长心态与知识信念为例。课程与教学，27(3)，1-39。
(2024)。内部行销对健身教练忠诚度之预测－以知觉价值为中介变项。大专体育学刊，26(2)，119-137。

国际计量

〈TOP〉

E-mail ：

文章公开取用时，将寄通知信至您填写的信箱地址