本研究主要探討十年級生在面對社會性科學議題時，所展現的非制式推理和學習者的知識觀信念、學習概念及個人目標導向間的相互關係。為了解十年級生非制式推理，本研究以蘇花高議題的開放式社會性科學議題問卷，將學習者填答的內容，藉由質性分析，進而轉換成量化指標，來分析學習者的判斷標準、推理品質及推理模式等三種面向非制式推理。本研究的有效樣本共138人，並以封閉式問卷檢視這138位學習者的知識觀信念、學習概念及個人目標導向，其知識觀信念問卷包含四個面向：知識的來源、知識的確定性、知識的發展和知的判斷；學習概念問卷包括六個面向：記憶、測驗、計算和練習、增加知識、應用、理解和獲得新觀點；個人目標導向包含四個面向：趨向精熟目標、逃避精熟目標、趨向表現目標、逃避表現目標。
　　本研究發現：知識觀信念和學習概念皆能預測個人目標導向，其中又以學習概念較能有預測個人目標導向，結果顯示，有較成熟的知識觀信念或學習概念也越有可能會持有較佳的個人目標導向。此外，在探討非制式推理時，結果顯示，僅有知的判斷能預測推理模式之總數。最後，本研究也建議教學者在教學時，應強調對知識理解的深度，以促使學習者能持有較佳的個人目標導向。

This study first explored 138 tenth graders’ informal reasoning on the Socio-scientific issue, and then investigated the relationships among their informal reasoning, their epistemological beliefs, their conceptions of learning, and their personal goal orientations. An open-ended questionnaire was utilized to probe the students’ informal reasoning on the issue regarding whether to construct Su-Hua highway. The students were asked to fill in the questionnaire, and their responses were transformed into qualitative data for analyzing their evaluative criteria formation, reasoning quality and reasoning modes. In addition to the open-ended questionnaire, this study also used three close-ended questionnaires to investigate students’ epistemological beliefs, conceptions of learning and personal goal orientation. First, the questionnaire of epistemological beliefs included four dimensions: source of knowledge, certainty of knowledge, development of knowledge, and justification for knowing. The second questionnaire of conceptions of learning included six dimensions: memorizing, testing, calculating and practicing, increasing one’s knowledge, applying, and understanding and seeing in a new way. The third questionnaire of personal goal orientation also included four dimensions: mastery-approach goal, mastery-avoidance goal, performance-approach goal, and performance-avoidance goal.
The results of this study indicated that both the epistemological belief and the conception of learning were significant predictors for the students’ personal goal orientation, though the conception of learning was a better predictor than the epistemological belief. The findings also revealed that students who held more sophisticated epistemological beliefs or conceptions of learning tended to posses more advanced personal goal orientations. Moreover, regarding the students’ informal reasoning, only the justification for science knowing could significantly predict the amount of their reasoning modes. Finally, this study suggests that, in order to improve students’ personal goal orientation, teachers should put more emphases on the depth of the knowledge content.

彭淑玲 (2004)。四向度課室目標結構、個人目標導向與課業求助行為之關係。國 立成功大學教育研究所碩士論文，未出版，台南市。
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