簡易檢索 / 詳目顯示

研究生: 王俊智
Wang, Chun-Chih
論文名稱: 以時間序列及相關性來分析學生過度自信的特質、後設認知、學習態度及學習成效:以思辨雲的校正學習為例
Using time series and correlation to analyze student’s over-confidence, metacognition, learning attitude and learning performance based on inquary science learning with calibration
指導教授: 洪榮昭
Hong, Jon-Chao
學位類別: 碩士
Master
系所名稱: 工業教育學系
Department of Industrial Education
論文出版年: 2016
畢業學年度: 104
語文別: 中文
論文頁數: 132
中文關鍵詞: 探究式教學法雲端教學平台校正學習過度自信特質
英文關鍵詞: inquiry teaching, cloud platform, calibration, over-confidence
DOI URL: https://doi.org/10.6345/NTNU202204458
論文種類: 學術論文
相關次數: 點閱:304下載:167
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 近年在政策上的推動,探究式教學法強調學生面對情境的問題解決探究歷程,也重視學生是否能夠培養出自我校正學習的能力;希望學生透過科學探究與討論的過程能夠整合已知的知識,且在遭遇問題的時候也能夠調整思考的邏輯以及研究的方法。
    本研究希望探討將探究教學法融入雲端教學平台是否能對於學生的自然科學學習成效、學習校正狀況產生影響;並探討學生過度自信的特質與其後設認知、學習態度及學習成效之關聯性。因此配合行政院科技部補助之研究計畫所開發之小學四年級自然科學教材以及思辨雲導入教學,並以時間序列、差異性、結構方程模型等分析方式去驗證研究假設內容。
    本研究結果發現(1)探究式學習歷程能夠幫助學生提升自然科學課程學習表現。(2)探究式學習歷程能夠幫助學生科學學習校正成長。(3)學生之自然科學學習校正成長性在不同特性單元有顯著差異,且推理性單元的科學思辨成長性顯著高於記憶性單元的科學思辨成長性。(4)學生的過度自信特質與科學學習之後設認知有顯著的正相關。(5)學生的雲端學習之學習態度與自然科學測驗成績有顯著的正相關。(6)科學學習之後設認知與自然科學測驗成績有顯著的正相關。

    In recent years, with promoting the policy, inquiring learning is emphasized on the problem-solving process which students faced to specific situations, also pay attention on students’ learning calibration. Through discussion and sharing can help students to integrate knowledge, also adjust thinking logic, research methods.
    In this study, we’d like to discuss whether inquiry teachering with cloud platform would help students’ learning effect and learning calibration. We also investigated whether their over-confidence affects metacognition and learning attitude reflet their learning effect. With the science textbooks and cloud platform for elementary school 4th grade student which developed in MOST project. Using time series, differences, and structural equation modeling analysis to verify research hypotheses.
    The results of the study found that (1) Inquiry learning course can help students enhance the performance of natural science courses. (2) Inquiry learning course can help students enhance the scientific calibration. (3) Sciences critical thinking growth of students have significant differences in different types of units, and the growth in reasoning units is higher than the growth in memory units. (4) The characteristics of students’ overconfidence have significant positive correlation to students’ learning metacognition. (5) Students’ learning attitude in cloud platform has significant positive correlation to the score of science tests. (6) Students’ learning metacognition of has significant positive correlation to the score of science tests.

    摘要 i Abstract ii 目次 iii 表次 v 圖次 vi 第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的與待答問題 6 第三節 研究範圍與限制 8 第四節 名詞解釋 9 第二章 文獻探討 13 第一節 探究式教學法 13 第二節 自然科學雲端運算平台 19 第三節 後設認知 21 第四節 學習態度 24 第五節 答題自信 26 第三章 研究設計與實施 29 第一節 研究步驟 29 第二節 研究架構與假設 31 第三節 研究方法 34 第四節 研究對象 34 第五節 研究平台 35 第六節 研究環境與資料收集 42 第七節 研究工具 45 第八節 資料處理 50 第四章 資料處理與分析 57 第一節 樣本回收狀況 57 第二節 研究工具分析 57 第三節 時間序列分析 65 第四節 學習進步差異狀況分析 79 第五節 模型假設驗證 81 第五節 研究討論 85 第五章 結論與建議 93 第一節 研究結論 93 第二節 研究建議 95 參考文獻 97 附錄一:探究式教學隨堂測驗題 113 附錄二:研究量表 131

    壹、 中文部分:
    王柏鈞(2011)。遊戲型態生物科教學對國中學生學習動機與學習成效影響之研究(未出版之碩士論文)。暨南大學,南投縣。
    王娥蕊、楊麗珠(2006)。促進幼兒自信心發展的教育現場實驗研究。教育科學,22(2),86-89。
    王榕榆、朱蕙君、黃國禎(2008)。以答題信心度為基礎之線上診斷評量系統。師大學報:教育類,53(1),1-24。
    朱英慈(2010)。國小學童答題信心和物理認知能力型態之特性研究(位出版之碩士論文)。屏東大學數理教育研究所。屏東縣。
    何琦瑜、賓靜蓀、張瀞文(2012)。國中生學習力大調查 搶救「無動力世代」。親子天下。台北:天下雜誌。
    李明堂、郭明堂(1995)。國小自然科學探究教學模式的析論。國教天地,109,56-62。
    沈煒比(2012)。國軍軍歌教育教學品質、學習態度與學習滿意度之研究─以國防大學為例(未出版之碩士論文)。國防大學,臺北市。
    林佳慧(2009)。自主學習融入閱讀教學對小二學童閱讀理解影響之行動研究(未出版之碩士論文)。國立臺北教育大學,臺北市。
    林怡如(2008)。國小數學偵測與解釋錯誤之學習活動設計與系統-以直式乘法為例(未出版之碩士論文)。國立中央大學,桃園市。
    林香利(2011)。資訊科技融入教學對國小五年級學童之影響-以「日晷」為例(未出版之碩士論文)。國立屏東教育大學數理教育研究所,屏東縣。
    林惠真(2010)。電腦多媒體呈現方式對化學實驗學習成效影響之研究─以有機化合物實驗為例(未出版之碩士論文)。屏東科技大學,屏東市。
    洪文東(2000)。從問題解決的過程培養學生的科學創造力。屏師科學教育,11,52-62。
    洪榮昭、盧秀琴(2008)。水晶計畫:以工廠為資源中心之教學成效研究(II)。行政院國家科學委員會專題研究計畫(編號:NSC95-2511-S-152-003-MY3),未出版。
    徐光國(1996)。社會心理學。五南圖書出版股份有限公司。
    秦夢群(1992)。高中教師管理心態、學生內外控信念與學生學習習慣與態度關係之研究,教育與心理研究,15,129-171。
    康興國(2007)。WebQuest 教學對不同程度國中生英語學習成就與學習態度影響之研究(未出版之碩士論文)。佛光大學,宜蘭縣。
    張玉成(1999)。教師發問技巧之外―論鼓勵學生發問暨教師回答技巧之重要性。台北市:台北師院國民教育月刊,30(3)。
    張春興(1991)。現代心理學,東華書局。
    張添雄(2010)。資訊融入數學教學-以 flash 在小一做圖形教學應用為例。 教師之友,51(2),54-65。
    張清濱(2000)。探究教學法。師友月刊,395,45-59。
    教育部(2003)。國民中小學九年一貫課程綱要。
    教育部教育研究發展委員會(2011)。中華民國教育報告書:黃金十年.百年樹人。臺北市:教育部。
    許崇憲(2000)。影響批判性思考進行的因素。教育研究月刊,75,29-。
    許惠美(2011)。建構一朵開放的教育雲:雲端運算應用在教育上之可能性與挑戰。2011AIT 資訊科技國際研討會。台中,朝陽科技大學。
    許雅惠(2012)。大學生睡眠品質及其相關因素之研究(未出版之碩士論文)。國立臺灣師範大學,臺北市。
    許暉東(2010)。資訊科技融入合作學習對國中生自然與生活科技領域學習成就與態度之影響(未出版之碩士論文)。國立臺南大學教育學系課程與教學碩士班,臺南市。
    陳美如(2001)。合作探究教學觀察:多元文化觀點。教育研究資訊,9(4), 43-65。
    陳順宇(2005)。多變量分析,華泰書局,四版。
    陳碧華(2010)。運用自律學習於口腔衛生教育之行動研究-以臺北市某國小低年級為例(未出版之碩士論文)。國立臺北教育大學,臺北市。
    黃月純、楊德清(2011)。國小低年級弱勢學生數學學習興趣與信心之研究。嘉大教育研究學刊,26,113-145。
    黃俊傑(2007)。大專學生參與慢速壘球運動動機之研究:以亞洲及逢甲大學慢速壘球興趣選項為例。大專體育學術專刊,291-296。
    黃俊斌(2007)。國小批判性思考教學模式及其在社會領域上的應用(未出版之碩士論文)。國立臺灣師範大學,臺北市。
    黃珮瑛(2007)。國小學生對學校與民間視覺藝術課程學習態度之研究-以台中縣清水鎮為例。國立新竹教育大學人力資源教育處
    黃鴻博(2000)。兒童科學探究活動遭遇問題的探討。台中師院學報,14。
    劉子鍵(2012)。面對數位學習必先思考的幾個問題。2012 ICEET 數位學習與教育科技國際研討會,38-58,臺北市。
    劉宏文、張惠博(2001)。高中學生進行開放式探究活動之個案研究−問題的形成與解決。科學教育學刊,9(2),169-196。
    劉雅筑(2000)。國中學生批判思考,創造思考,閱讀理解策略與閱讀理解成就之相關研究(未出版之碩士論文)。國立高雄師範大學,高雄市
    歐陽鍾仁(2000)。科學教育概論。台北市,五南。
    蔡秀惠(2010)。社區資源結合體驗式探究教學策略之教師集體效能探究。國立臺北教育大學(未出版之碩士論文),臺北市。
    蔡幸君(2012)。多元智能探索課程對國中八年級學生學習動機與學習態度之影響(未出版之碩士論文)。國立臺灣師範大學,臺北市。
    盧秀琴、洪榮昭、蔡春微(2008)。" 5 Why" 鷹架式提問提升國小學生學習成就與科學探究學習能力之研究~以 “如何做麵包?”教學模組為例。科學教育學刊,16(4),395-413。
    謝智謀(2003)。另類學習方式─體驗教育,教師天地,127,6-13。
    蘇明勇、黃萬居(2006)。蘇格拉底詰問模式對六年級學生批判思考能力與傾向之影響。科學教育學刊,14(5),597-614。

    貳、 英文部分:
    Anderson, R. D. (1983). A consolidation and appraisal of science meta‐analyses. Journal of Research in Science Teaching, 20(5), 497-509.
    Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), 1-12.
    Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84(2), 191.
    Barber, B. M., & Odean, T. (2000). Trading is hazardous to your wealth: The common stock investment performance of individual investors. Journal of Finance, 55(2), 773–806.
    Bayer, J. K., & Peay, M. Y. (1997). Predicting intentions to seek help from professional mental health services. Australian and New Zealand Journal of Psychiatry, 31(4), 504-513.
    Bianchini, J. A. (1997). Where knowledge construction, equity, and context intersect: Student learning of science in small groups. Journal of research in science teaching, 34(10), 1039-1065.
    Blackstone, E., Morrison, M., & Roth, M. B. (2005). H2S induces a suspended animation–like state in mice. Science, 308(5721), 518-518.
    Bloom, B. S., Englehart, M. D., Furst, E. J., & Hill, W. H. (1956). Taxonomy of education objectives: Handbook I: cognitive domain. New York, NY: David McKay.
    Boekaerts, M., & Rozendaal, J. S. (2010). Using multiple calibration indices in order to capture the complex picture of what affects students' accuracy of feeling of confidence. Learning and Instruction, 20(5), 372-382.
    Bourgeois-Gironde, S. (2010). Is neuroeconomics doomed by the reverse inference fallacy? .Mind & Society, 9(2), 229-249.
    Branden N. (1994). The Six Pillars of Self-Esteem. New York, NY: Bantam.
    Brown, J. (1987). A review of meta-analyses conducted on psychotherapy outcome research. Clinical Psychology Review, 7(1), 1-23.
    Bruner, J. S. (1973). Organization of early skilled action. Child development, 1-11.
    Cheng, K. H., & Tsai, C. C. (2011). An investigation of Taiwan University students' perceptions of online academic help seeking, and their web-based learning self-efficacy. The Internet and Higher Education, 14(3), 150-157.
    Cohen, J. C. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Mahwah, NJ:Lawrence Erlbaum.
    Cohen, J. C. (1973). Eta-squared and partial eta-squared in fixed factor ANOVA designs. Educational and Psychological Measurement, 33, 107-112.
    Coopersmith, S. (1967). The antecedents of self-esteem. San Francisco: Freeman
    Cross, D. R., & Paris, S. G. (1988). Developmental and instructional analyses of children's metacognition and reading comprehension. Journal of Educational Psychology, 80(2), 131.
    Crisp, V., Sweiry, E., Ahmed, A., & Pollitt, A. (2008). Tales of the expected: The influence of students’ expectations on question validity and implications for writing exam questions. Educational Research, 50, 95-115.
    Daniel, K. D., Hirshleifer, D. A., & Sabrahmanyam, A. (1998). Investor psychology and security market under- and overreactions. Journal of Finance, 53(6), 1839–1885.
    Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educational process. Lexington, MA: Heath.
    Dewey, J. (1938). Education and experience. New York: Collier.
    Doelitzscher, F., Sulistio, A., Reich, C., Kuijs, H., & Wolf, D. (2010). Private cloud for collaboration and e-learning services: from IaaS to SaaS. Germany: Department of Computer Science Hochschule Furtwangen University.
    Dong, B., Zheng, Q., Qiao, M., Shu, J., & Yang, J. (2009). BlueSky Cloud Framework: An E-Learning Framework Embracing Cloud Computing. Lecture Notes in Computer Science, 5931, 577-582.
    Driscoll, M., & Moyer, J. (2001). Using students' work as a lens on algebraic thinking. Mathematics Teaching in the Middle School, 6(5), 282.
    Efklides, A. (2011). Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model. Educational Psychologist, 46(1), 6-25.
    Ellis, J. W. (1981). Tort responsibility of mentally disabled persons. Law & Social Inquiry, 6(4), 1079-1109.
    Feyzi-Behnagh, R., Azevedo, R., Legowski, E., Reitmeyer, K., Tseytlin, E., & Crowley, R. S. (2014). Metacognitive scaffolds improve self-judgments of accuracy in a medical intelligent tutoring system. Instructional science, 42(2), 159-181.
    Fleming, S. M., Dolan, R. J., & Frith, C. D. (2012). Metacognition: Computation, biology and function. Philosophical Transactions of the Royal Society of London. Series B, Biological sciences, 367(1594), 1280-1286.
    Flavell, J. H. (1981). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American psychologist, 34(10), 906.
    Georghiades, P. (2004). From the general to the situated: Three decades of metacognition. International Journal of Science Education, 26(3), 365-383.
    Glaser, M., & Weber, M. (2007). Overconfidence and trading volume. The Geneva Risk and Insurance Review, 32(1), 1-36.
    Goldstone, R. L., Lippa, Y., & Shiffrin, R. M. (2001). Altering object representations through category learning. Cognition, 78(1), 27-43.
    Gunstone, R. F., & White, R. T. (1981). Understanding of gravity. Science education, 65(3), 291-299.
    Hacker, D. J., Dunlosky, J., & Graesser, A. C. (1998). Metacognition in educational theory and practice. New York, NY: Taylor & Francis Group.
    Hadwin, A. F., & Webster, E. A. (2013). Calibration in goal setting: Examining the nature of judgments of confidence. Learning and Instruction, 24, 37-47.
    Halpern, D. F. (1999). Teaching for critical thinking: Helping college students develop the skills and dispositions of a critical thinker. New directions for teaching and learning, 1999(80), 69-74.
    Haran, U., Ritov, I., & Mellers, B. A. (2013). The role of actively open-minded thinking in information acquisition, accuracy, and calibration. Judgment and Decision Making, 8(3), 188.
    Hart, J. T. (1965). Memory and the feeling-of-knowing experience. Journal of educational psychology, 56(4), 208.
    Hill, L. D., Gray, J. J., Carter, M. M., & Schulkin, J. (2005). bstetrician-gynecologists’ decisionmaking about the diagnosis of major depressive disorder and premenstrual dysphoric disorder. Journal of Psychosomatic Obstetrics & Gynecology, 26(1), 41–51.
    Hirsh-Pasek, K., Golinkoff, R. M., Berk, L. E., & Singer, D. (2008). A mandate for playful learning in preschool: Applying the scientific evidence. USA:Oxford University Press.
    Hong, J. C., Hwang, M. Y., Lu, C. C., & Tsai, C. R. (2016). Social Categorization on Perception Bias in the Practice of Microteaching. Research in Science Education, 1-17.
    Hong, J. C., Hwang, M. Y., Tai, K. H., & Chen, Y. L. (2014). Using calibration to enhance students' self-confidence in English vocabulary learning relevant to their judgment of over-confidence and predicted by smartphone self-efficacy and English learning anxiety. Computers & Education, 72, 313-322.
    Hong, J. C., Park, J. H., Chun, C., & Kim, D. Y. (2007). Photoinduced tuning of optical stop bands in azopolymer based inverse opal photonic crystals. Advanced Functional Materials, 17(14), 2462-2469.
    Hudgins, B. B., Reisenmy, M., Ebel, D., & Edelman, S. (1989). Children’s critical thinking: A model for its analysis and two examples. Educational Research, 82(6), 327-338.
    Hurd, P. D. (1998). Scientific literacy: New minds for a changing world. Science education, 82(3), 407-416.
    Jackson, J. B. (1984). Discovering the vernacular landscape. New Haven, CT: Yale University Press.
    Jimenez-Aleixandre, M. P., Rodriguez, A. B., & Duschl, R. A. (2000). “Doing the lesson” or”doing science”: Argument in high school genetics. Science Education, 84(6), 757-792.
    Kaartinen, S., & Kumpulainen, K. (2002). Collaborative inquiry and the construction of explanations in the learning of science. Learning and Instruction, 12(2), 189-212.
    Keren, G. (1991). Calibration and probability judgements: Conceptual and methodological issues. Acta Psychologica, 77(3), 217-273.
    Keselman, A. (2003). Supporting inquiry learning by promoting normative understanding of multivariable causality. Journal of Research in Science Teaching, 40(9), 898-921.
    Kirby, N. F., & Downs, C. T. (2007). Self‐assessment and the disadvantaged student: potential for encouraging self‐regulated learning?. Assessment & Evaluation in Higher Education, 32(4), 475-494.
    Kleitman, S., & Stankov, L. (2007). Self-confidence and metacognitive processes. Learning and Individual Differences, 17(2), 161-173.
    Koballa, T. R. (1988). Attitude and related concepts in science education. Science Education, 72(2), 115-126.
    Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. US:FT press.
    Ku, K. Y., & Ho, I. T. (2010). Metacognitive strategies that enhance critical thinking. Metacognition and Learning, 5(3), 251-267.
    Leou, M., Abder, P., Riordan, M., & Zoller, U. (2006). Using ‘HOCS-centered learning’as a pathway to promote science teachers' metacognitive development. Research in Science Education, 36(1-2), 69-84.
    Li, J. R., Sculley, J., & Zhou, H. C. (2011). Metal–organic frameworks for separations. Chemical reviews, 112(2), 869-932.
    Macpherson, R., & Stanovich, K. E. (2007). Cognitive ability, thinking dispositions, and instructional set as predictors of critical thinking. Learning and Individual Differences, 17(2), 115-127.
    Mostafa Al-Emran, Hatem M. Elsherif, Khaled Shaalan (2016). Investigating attitudes towards the use of mobile learning in higher education. Computer in Human Behavior, 56, 93-112.
    Marc, F., Heiko, N., & Georg, C. (2009). Cloud computing for the masses. Emerging Networking Experiments and Technologies, 31-36.
    Marx, R. W., Blumenfeld, P. C., Krajcik, J. S., Fishman, B., Soloway, E., Geier, R., & Tal, R. T. (2004). Inquiry‐based science in the middle grades: Assessment of learning in urban systemic reform. Journal of Research in Science Teaching, 41(10), 1063-1080.
    Maslow, A. H. (1943). A theory of human motivation. Psychological review, 50(4), 370.
    McGuire, W. J. (1986). The vicissitudes of attitudes and similar representational constructs in twentieth century psychology. European journal of social psychology, 16(2), 89-130.
    McPeck, J. E. (1990). Teaching critical thinking: Dialogue and dialectic. Philosophy of Social Science. LB885.M35.T43 1990
    Miller, T. M., & Geraci, L. (2011). Unskilled but aware: reinterpreting overconfidence in low-performing students. Journal of experimental psychology: learning, memory, and cognition, 37(2), 502-506.
    Miller, T. M., & Geraci, L. (2014). Improving metacognitive accuracy: How failing to retrieve practice items reduces overconfidence. Consciousness and cognition, 29, 131-140.
    Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of research in science teaching, 47(4), 474-496.
    Moore, D. A., & Small, D. A. (2007). Error and bias in comparative judgment: on being both better and worse than we think we are. Journal of personality and social psychology, 92(6), 972.
    Council, N. (1996). National science education standards. Washington DC: National AcademyPress, 23.
    Nietfeld, J. L., & Schraw, G. (2002). The effect of knowledge and strategy training on monitoring accuracy. The Journal of Educational Research, 95(3), 131-142.
    Shea, P., & Bidjerano, T. (2010). Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments. Computers & Education, 55(4), 1721-1731.
    Paris, S. G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. Dimensions of thinking and cognitive instruction, 1, 15-51.
    Petress, K. (2004). Critical thinking: An extended definition. Education, 124(3), 461.
    Phillips, D. C. (1994). The Social Scientist's Bestiary: A Guide to, Fabled Threats to, and Defences of, Naturalistic Social Science.British journal of educational studies, 42, 319-319.
    Piaget, J. (1970). Science ofEducation and the Psychology ofthe Child. New York: Orion.
    Piaget, J., & Duckworth, E. (1970). Genetic epistemology. American Behavioral Scientist, 13(3), 459-480.
    Pierce, C. A., Block, R. A., & Aguinis, H. (2004). Cautionary note on reporting eta-squared values from multifactor ANOVA designs. Educational and psychological measurement, 64(6), 916-924.
    Pressisen,B.Z.(1985).Thinking skills: Meaning and models. In A. L.Costa (Ed.) Developing minds: A resource book for teaching thinking. Virginia: Association for Supervision and Curriculum Development.
    Quellmalz, E., & Hoskyn, J. (1997). Classroom assessment of reasoning strategies. Handbook of classroom assessment, 103-130.
    Reverberi, C., Shallice, T., D’Agostini, S., Skrap, M., & Bonatti, L. L. (2009). Cortical bases of elementary deductive reasoning: Inference, memory, and metadeduction. Neuropsychologia, 47(4), 1107-1116.
    Richland, L. E., & McDonough, I. M. (2010). Learning by analogy: Discriminating between potential analogs. Contemporary Educational Psychology, 35(1), 28-43.
    Sacher, M., Taconnat, L., Souchay, C., & Isingrini, M. (2009). Divided attention at encoding: Effect on feeling-of-knowing. Consciousness and cognition, 18(3), 754-761.
    Sandoval, W. A. (2003). The inquiry paradox: why doing science doesn't necessarily change ideas about science. Learning and teaching.
    Sandoval, W. A. (2005). Understanding students' practical epistemologies and their influence on learning through inquiry. Science Education, 89(4), 634-656.
    Sandoval, W. A., & Morrison, K. (2003). High school students' ideas about theories and theory change after a biological inquiry unit. Journal of research in science teaching, 40(4), 369-392.
    Scheinkman, J. A., & Xiong, W. (2003). Overconfidence and Speculative Bubbles. Journal of Political Economy, 111(6), 1183–1219.
    Schmittmann, V. D., Visser, I., & Raijmakers, M. E. (2006). Multiple learning modes in the development of performance on a rule-based category-learning task. Neuropsychologia, 44(11), 2079-2091.
    Schraw, G. (2009). A conceptual analysis of five measures of metacognitive monitoring. Metacognition and Learning, 4(1), 33-45.
    Siegel, H. (1980). Critical thinking as an educational ideal. In The Educational Forum (Vol. 45, No. 1, pp. 7-23). New York, NY: Taylor & Francis Group.
    Stankov, L., Lee, J., Luo, W., & Hogan, D. J. (2012). Confidence: A better predictor of academic achievement than self-efficacy, self-concept and anxiety?. Learning and Individual Differences, 22(6), 747-758.
    Stapleton, P. (2011). A survey of attitudes towards critical thinking among Hong Kong secondary school teachers: Implications for policy change. Thinking Skills and Creativity, 6(1), 14-23.
    Statman, M., Thorley, S., & Vorkink, K. (2006). Investor overconfidence and trading volume. Review of Financial Studies, 19(4), 1531.
    Stern, L., & Roseman, J. E. (2004). Can middle‐school science textbooks help students learn important ideas? Findings from Project 2061's curriculum evaluation study: life science. Journal of research in science teaching, 41(6), 538-568.
    Stinner, A. (2001). Linking ‘the book of nature’ and ‘the book of science’: using circular motion as an exemplar beyond the textbook. Science & Education, 10(4), 323-344.
    Taber, L. A. (2009). Towards a unified theory for morphomechanics. Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences, 367(1902), 3555-3583.
    Van Loon, M. H., de Bruin, A. B., van Gog, T., & van Merrienboer, J. J. (2013). Activation of inaccurate prior knowledge affects primary-school students’ metacognitive judgments and calibration. Learning and Instruction, 24, 15-25.
    VanderStoep, S. W., & Pintrich, P. R. (2003).Learning to learn: The skill and will of college success. Upper Saddle River, NJ: Prentice Hall.
    Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University.
    Walter, H., & Breckle, S. W. (1984). The specific ecology of tropical and subtropical zones. EU:Gustav Fischer Verlag.
    Waterkemper, R., Prado, M. L. D., Medina, J. L. M., & Reibnitz, K. S. (2014). Development of critical attitude in fundamentals of professional care discipline: A case study. Nurse Education Today, 34(4), 581-585.
    Weber, E. U., Blais, A. R., & Betz, N. E. (2002). A domain‐specific risk‐attitude scale: Measuring risk perceptions and risk behaviors. Journal of behavioral decision making, 15(4), 263-290.
    Wilhite, S. C. (1990). Self-efficacy, locus of control, self-assessment of memory ability, and study activities as predictors of college course achievement. Journal of educational psychology, 82(4), 696.
    Winne, P. H. (2004). Students’ calibration of knowledge and learning processes: Implications for designing powerful software learning environments. International Journal of Educational Research, 41(6), 466-488.
    Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. Metacognition in educational theory and practice, 93, 27-30.
    Winne, P. H., & Muis, K. R. (2011). Statistical estimates of learners’ judgments about knowledge in calibration of achievement. Metacognition and Learning, 6(2), 179-193.
    Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. Handbook of self-regulation. , 531-566.
    Zoller, U., Ben-Chaim, D., Ron, S., Pentimalli, R., Scolastica, S., Chiara, M. S., & Borsese, A. (2000). The disposition toward critical thinking of high school and university science students: An interintra Israeli-Italian study. International Journal of Science Education, 22(6), 571-582.

    下載圖示
    QR CODE