發展二階段診斷工具探討學生之統計迷思概念：以「相關」為例_

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題名：	發展二階段診斷工具探討學生之統計迷思概念：以「相關」為例
書刊名：	教育心理學報
作者：	劉子鍵／林怡均
作者(外文)：	Liu, Tzu-chien／Lin, Yi-chun
出版日期：	2011
卷期：	42:3
頁次：	頁379-399
主題關鍵詞：	二階段診斷工具；迷思概念；相關；統計教育；Correlation；Misconception；Statistics education；Two-tier diagnostic instrument
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(2) 博士論文(2) 專書(0) 專書論文(0) 排除自我引用:2 共同引用:0 點閱:37

統計素養是當代公民的必備能力，然而學生在學習統計時，常會產生迷思概念。相較於其他科學領域已經發展二階段診斷工具來探究學生的迷思概念，在統計教育領域中罕有類似的工具。據此，本研究針對基礎統計學中重要的概念，「相關」，編製二階段診斷工具，Two-tier Diagnostic Instrument about Correlation Misconceptions (TDICM)，並利用該工具對982名已修畢「相關」課程的高三學生之作答反應進行分析，以探討其「相關」理解情形，「相關」迷思概念的類型、普遍性與可能成因。研究結果顯示：(1)TDICM的試題難度分配平均，內部一致性信度與鑑別度均佳；(2)受測學生的相關概念理解情形不佳，部分受測學生雖然能答對TDICM的第一階段試題，卻因爲缺乏對相關概念的完全理解，而無法答對TDICM的第二階段試題；(3)根據受測學生的兩階段答案組型，顯示TDICM所診斷的14個相關迷思概念皆被學生所普遍擁有；(4)上述14個相關迷思概念中有7個是過去研究曾探討過，有7個是本研究於診斷工具發展過程中發現學生常具備的迷思概念。此外，本研究亦在研究結果與討論中探討這14個迷思概念的可能成因與教育意涵。最後，本研究針對「二階段診斷工具」與「相關」迷思概念在統計教育研究之應用提出建議。

以文找文

Statistical literacy is essential to people of modern era. However, research has shown that students often hold misconceptions when they study statistics. Although two-tier diagnostic instruments have been developed for diagnosing and exploring students' misconceptions in other fields of science, few are availble in statistics education. Therefore, the main purpose of the current study was to develop a two tier diagnostic instrument: Two-tier Diagnostic Instrument about Correlation Misconceptions (TDICM). This instrument was adopted to analyze the responses of 982 12th-graders who had taken statistics courses to "correlation", and to explore the types, universality, and possible causes of such misconceptions in correlation. The research results showed that: (a) TDICM has satisfactory levels of difficulty, internal consistency reliability, and discrimination; (b) most participants do not have good comprehension of "correlation" concepts. Although some were able to answer the questions correctly in the first tier of TDICM, they failed to do so in the second tier due to lack of comprehensive understanding of correlation; (c) students' responses in the two-tier model indicated that there are 14 correlation misconceptions universally held by the participants; (d) seven of the 14 misconceptions has been discussed in the literature, and others were identified in this study. Furthermore, the possible causes of these misconceptions and the implications in education were discussed. Finally, this study provided some suggestions to the application of two-tier diagnostic instrument and the correlation misconceptions in statistics education.

以文找文

期刊論文
1.	Chiu, M. H.、Guo, C. J.、Treagust, D.。Assessing Students' Conceptual Understanding in Science: An Introduction about a National Project in Taiwan。International Journal of Science Education (special issue)，29(4)，379-390。
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5.	Treagust, D. F.(1986)。Evaluating students’misconception by means of diagnostic multiple choice items。Research in Science Education，16(1)，199-207。
6.	Tsai, C.-C.、Chou, C.(2002)。Diagnosing students' alternative conceptions in science。Journal of Computer Assisted Learning，18(2)，157-165。
7.	Gilbert, J. K.、Osborne, R. J.、Fensham, P. J.(1982)。Children's Science and Its Consequences for Teaching。Science Education，66(4)，623-633。
8.	Tsai, C. H.、Chen, H. Y.、Chou, C. Y.、Lain, K. D.(2007)。Current as the key concept of Taiwanese students' understandings of electric circuits。International Journal of Science Education，29(4)，483-496。
9.	Griffard, P. B.、Wandersee, J. H.(2001)。The two-tier instrument on photosynthesis: What does it diagnose?。International Journal of Science Education，23(10)，1039-1052。
10.	Treagust, David F.(1988)。Development and use of diagnostic tests to evaluate students' misconceptions in science。International Journal of Science Education，10(2)，159-169。
11.	Tan, K. C. D.、Goh, N. K.、Chia, L. S.、Treagust, D. F.(2002)。Development and application of a two-tier multiple choice diagnostic instrument to assess high school students' understanding of inorganic chemistry qualitative analysis。Journal of Research in Science Teaching，39(4)，283-301。
12.	Lin, S. W.(2004)。Development and application of a two-tier diagnostic test for high school students' understanding of flowering plant growth and development。International Journal of Science and Mathematics Education，2(2)，175-199。
13.	Odom, Arthur Louis、Barrow, Lloyd H.(1995)。Development and application of a two-tier diagnostic test measuring college biology students' understanding of diffusion and osmosis after a course of instruction。Journal of Research in Science Teaching，32(1)，45-61。
14.	Hodson, D.(1993)。In search of a rationale for multicultural science education。Science Education，77(6)，685-711。
15.	Chang, H. P., Chen, J. Y., Guo, C. J., Chen, C. C., Chang, C. Y., Lin, S. H.、Su, W. J.(2007)。Investigating primary and secondary students? Learning of physics concepts in Taiwan。International Journal of Science Education，29(4)，465-482。
16.	Estepa, A.、Batanero, C.(1996)。Judgments of correlation in scatter plots: Students’intuitive strategies and preconceptions。Hiroshima Journal of Mathematics Education，4，25-41。
17.	Garfield, J.、Chance, B.(2000)。Assessment in statistics education: Issues and challenges。Mathematics Thinking and Learning，2(1/2)，99-125。
18.	Garfield, J.、Ben-Zvi, D.(2007)。How students learn statistics revisited: A current review of research on teaching and learning statistics。International Statistical Review，75(3)，372-396。
19.	Hirsch, L. S.、O’Donnell, A. M.(2001)。Representativeness in statistical reasoning: Identifying and assessing misconceptions。Journal of Statistics Education [Online]，9(2)。
20.	Konold, C.(1995)。Issues in assessing conceptual understanding in probability and statistics。Journal of Statistics Education，3(1)，2008。
21.	Lee, S. J.(2007)。Exploring students’ understanding concerning batteries? Theories and practices。International Journal of Science Education，29(4)，497-516。
22.	Liu, H. J,、Garfield, J. B.(2002)。Sex differences in science statistical reasoning。Bulletin of Educational Psychology，34(1)，123-138。
23.	Liu, T. C.、Lin, Y. C.、Tsai, C. C.(2009)。Identifying misconceptions about statistical correlation and their possible causes among high school students: An exploratory study using concept mapping with interviews。International Journal of Science and Mathematics Education，7(4)，791-820。
24.	Morris, E.(2001)。The design and evaluation of link: A computer-based learning system for correlation。British Journal of Educational Technology，32(1)，39-52。
25.	Peterson, R., Treagust, D.、Garnett, P.(1986)。Identification of secondary students' misconceptions of covalent bonding and structure concepts using a diagnostic instrument。Research in Science Education，16(1)，40-48。
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研究報告
1.	Morris, E. J.(1997)。An investigation of students’conceptions and procedural skills in the statistical topic correlation。UK。

圖書
1.	林清山(2003)。心理與教育統計學。臺北市：臺灣東華。延伸查詢
2.	Aron, Arthur、Aron, Elaine N.、黃瓊蓉(2005)。心理與教育統計學。台北：學富出版社。延伸查詢
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5.	Ebel, Robert L.、Frisbie, David A.(1991)。Essentials of educational measurement。Prentice-Hall, Inc.。
6.	Nisbett, Richard E.、Ross, Lee(1980)。Human Inference: Strategies and Shortcomings of Social Judgment。Englewood Cliffs, New Jersey：Prentice-Hall。
7.	李虎雄、陳昭地、黃登源、李政貴、林礽堂、儲啓政(2002)。高級中學數學乙。台北。延伸查詢
8.	余文卿、李白飛(2002)。高級中學數學甲。台北。延伸查詢
9.	林福來、李恭晴、徐正梅、陳冒海、陳順宇(2003)。高級中學數學乙。台北。延伸查詢
10.	楊維哲、蔡聰明、吳隆盛(2001)。高級中學數學甲。台北。延伸查詢
11.	Wiersma, W.、Jurs, S. G.(1985)。Educational measurement and testing。Newton, MA。

其他
1.	教育部(1995)。高級中學數學課程標準，http://www.find.org.tw/0105/news/0105_news_disp.asp?news_id=2735， 20090630。

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