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題名:運用現象圖學法分析學生對考試的概念繪圖
作者:沈冠名
作者(外文):Guan-Ming Shen
校院名稱:國立中山大學
系所名稱:教育研究所
指導教授:鄭雯
李旻憲
學位類別:博士
出版日期:2023
主題關鍵詞:對考試的概念現象圖學法繪圖小學國中conceptions of testphenomenographic analysisdraw-a-picture techniqueelementary schooljunior high school
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本研究的目的是通過繪畫技術來探討不同年齡層學生對考試的概念。本研究邀請一年級到九年級270名學生(135名男性和135名女性),請他們畫出對考試的概念。本研究利用現象圖學法來分析學生的繪畫。此外,卡方檢驗被用來檢驗年級和性別變項的差異。本研究結果發現學生有九種對考試的概念:對考試歷程的描寫、負面情緒、正面情緒、外在動機、價值觀、差異化、複習、對學習的改進、高階學習。本研究根據概念的特徵將其進一步分為三個上位概念:「有關考試經驗與情緒的概念」、「總結性的考試概念」以及「形成性的考試概念」。此外,卡方檢驗的結果顯示,學生在年級變項上存在差異,在性別上則沒有發現。具體來說,「負面情緒」和「正面情緒」主要出現在一到三年級的學生的概念中。「差異化」主要出現在四到六年級學生的概念中。「複習」和「高階學習」則主要出現在七到九年級學生的概念裡。此外,本研究以階層架構來描述學生對考試的概念。總結性的考試概念在概念階層上低於形成性的考試概念,而有關考試經驗與情緒的概念在階層上則同時具備有高階及低階性質。本研究根據研究結果,為未來研究提供研究與實務上的建議。
The present study aimed to understand different age students’ conceptions of test via draw-a-picture technique. A total of 270 students (135males, and 135 females), from first grade to ninth grade, participating in the current study, were invited to draw what they viewed test as. Phenomenographic analysis was utilized to analyze students’ drawings to reveal their conceptions of test. Besides, Chi-square test was performed to scrutinize the differences of conceptions of test on year-level, and gender. In the present study, nine conceptions of test were identified, viz. The Descriptions of Test Experiences, Negative Emotion, Positive Emotion, Extrinsic Motivation, Value, Differentiation, Rehearsal, Improving Learning, Advanced Learning. The present study further categorized nine conceptions into three superordinate conceptions according to their features, viz. Conceptions of Test about Experiences and Emotions, Summative Conceptions of Test, and Formative Conceptions of Test. The results of Chi-square test revealed the difference on year-level was found, and no difference on gender. Specifically, the drawings categorized as "Negative Emotion" and "Positive Emotion" were mainly represented by first to third graders. Besides, the drawing categorized as "Differentiation" was mainly represented by fourth to sixth graders. Furthermore, the drawings categorized as " Rehearsal" and “Advanced Learning” were mainly represented by seventh to ninth graders. The present study also delineated students’ conceptions of test with a hierarchical framework, which revealed that Summative Conceptions of Test was lower-level than Formative Conceptions of Test hierarchically, and Conceptions of Test about Experiences and Emotions distributed from lower-level to higher-level. Practical implications and suggestions are provided on the basis of the research findings.
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