本研究主要在探討大學生的科學知識觀、科學學習概念與科學學習方法之關係。研究樣本為553位來自台灣59所大學院校的大學生，其中女性大學生為287人，男性大學生為266人，並且分為兩組，其中科學主修相關大學生為267人，非科學主修相關大學生為286人。本研究的研究工具為科學知識觀、科學學習概念及科學學習方法等三份問卷。研究結果指出大學生的科學知識觀與科學學習概念在性別上無顯著差異 (除了「記憶」的科學學習概念之外)。此外，男性大學生較女性傾向使用深層動機與策略來學習科學。大致而言，本研究發現高年級的大學生較低年級大學生持有更高階的科學知識觀、科學學習概念及科學學習方法。科學主修大學生與非科學主修大學生在科學知識觀與科學學習概念上並無顯著差異；且相較於非科學主修大學生而言，科學主修大學生會較傾向使用深層動機與策略。透過路徑分析結果指出，大致而言，大學生若持有較高階的科學知識觀或科學學習概念則會傾向使用較高階的科學學習方法來學習科學；另一方面，大學生若持有較高階的科學學概念可能可以促進其使用深層動機與策略及表層動機來學習科學；而「瞭解與看見新觀點」為重要之中介變項。本研究結果亦發現，在學習科學時，女性大學生，高年級大學生以及非科學主修大學生會同時將「記憶」及「瞭解與看見新觀點」的科學學習概念視為重要的學習因素，並可以預測其深層學習動機及方法。

This study is to explore the relationships of college students’ scientific epistemological beliefs, conceptions of learning science, and approaches to learning science. The samples were 553 undergraduate students (287 females and 266 males) that divided into two groups (267 science and 286 non-science major students) from 59 universities in Taiwan. Three questionnaires were used in this study: Scientific Epistemological Beliefs (SEB), Conceptions of Learning Science (COLS) and Approaches to Learning Science (ALS). The results indicated that that there was no gender difference in the SEB and COLS (except for the ‘memorizing’ of learning science). Furthermore, the male students tended to have deep motivations and strategies than female students when learning science. This study also found that, in general, the higher grade level students had more sophisticated SEB, COLS, and ALS than lower grade level students. In addition, there was no difference between science and non-science major students in terms of their SEB and COLS, and science major students tended to have deep motivations and strategies than non-science major students. Through the results of path analysis, in general, it is indicated that the students who either held more sophisticated SEB or COLS tended to process more advanced ALS to learning science. On the other hand, students with higher-level COLS, could positively induce deep motivation, deep strategy and surface motivation to learn science. However, as a result, female, lower grade and non-science major college students tended to view both ‘memorizing’ and ‘understanding and seeing a new way’ as essential components at the same time, which may further predict their deep motivations and strategies when learning science.

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