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    Title: Enculturation of Students` Epistemological Beliefs About Learning
    Other Titles: 學習者學習意念的變遷與其所處學習環境兩者關係之研究
    Authors: 鄭晉昌
    Keywords: 意念 ; 學習 ; 環境
    Date: 1991-08
    Issue Date: 2016-06-04 13:45:26 (UTC+8)
    Abstract: 認知心理學在專家與生手認知結構差異上的研究結果指出知識組織的能力和策略 性思考的技巧與專業教育的知識程度呈高度正相關。然而,在專業知識的成長與個人學習意 念兩者關係的認知研究,卻付之闕如,本研究旨在此方面做進一步的探討。 〞學習意念〞一詞在本研究界定為個人對學習過程及知識的本質,所具備的意識型態。根據 過去零星的認知研究指出,學習意念可以自五個面向探討: (1)知識的�痡"性:知識的真確性是否隨時間變遷? (2)知識的來源:知識源自於權威的授予抑或個人的獨立思考? (3)求知的順序:知識的追求是否必須循序漸進? (4)學習的能力:學習能力是天賦的或是後天培養的? (5)求知的進程:知識的汲取是速成或是時間上的累積? 本研究的結果指出,個人學習意念的變遷與其所處學習環境有相當密切的關係,此學習環境 主要包括兩個主要因素,一是個人的教育程度,另一個因素是個人的專業,一般說來,研究 生和學習社會科學為主的學生,認為學習是個人發展獨自思考的過程,真理隨時間而遞變而 知識的吸收是長時間的累積,大學生和學工程方面的學生認為學習是不斷吸取現成的知識, 真理不太因時間而遞變,而學科中有許多問題,在特定的時空中可以獲得解決。
    While expert-novice differences have been extensively investigated by cognitive scientists over the last decade, recent studies have focused on the changes of human competence as a consequence of the development of domain expertise (Glaser, 1990). The findings from these studies have increased our understanding of expertise and its effects on human learning behaviors (Chi, Feltovich, & Glaser, 1981; Jackson, Grassia & Wolfe, 1988; S. Johnson, 1988; E. Johnson, 1988; Larkin, McDermott, Simon & Simon, 1980; Lawrence, 1988; Lesgold, Feltovich, Glaser & Wang, 1981; Novick, 1988; Schoenfeld, 1985; Voss, Greene, Post & Penner, 1983).
    Relation: 教育與心理研究, 14,353-377
    Journal of Education & Psychology
    Data Type: article
    Appears in Collections:[Journal of Education & Psychology] Journal Articles

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