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題名：國小教師科學模型功能暨建模歷程量表之編製發展與實測分析
書刊名：教育與心理研究
作者：林靜雯 引用關係／吳育倫
作者(外文)：Lin, Jing-wen／Wu, Yu-lun
出版日期：2010
卷期：33:4
頁次：頁23-51
主題關鍵詞：科學模型；建模歷程；國小教師；量表信效度；Science model；Modeling process；Elementary school teachers；Reliability and validity of scale
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(2) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:2
  • 共同引用共同引用:11
  • 點閱點閱:56
本研究旨在發展國小教師適用之科學模型功能暨建模歷程量表，被探討其實測結果。首先，研究者經由全國最大之電子布告欄系統批踢踢(PTT)尋找研究對象，分別針對80位及191位臺北縣市之國小教師進行量表的預謀正式施測。預試部分經探索性因素分析及項目分析後顯示此量表具「模型基本功能」、「模型進階功能」及「建模歷程」三因子結構，且各項項目分析皆十分良好。正式施測之驗證性因素分析亦顯示此量表之他因子結構具備良好的模型適配度，且信度之α值高達.919。實測結果發現國小教師於科學模型功能及建模歷程皆具有正向認同，且在溝通、解釋及模擬三項與教學直接相關之功能有較高認同，但於模型進階功能之認同則略低，值得師資培育單位重視。
The aims of this study are developing Elementary School Teachers' Science Model Functions and Modeling Process Scale and then exploring its test analysis. At first, we selected our participants via the most popular Bulletin Board System in Taiwan-PTT. And then, we pretested and tested the 80 and 191 elementary school teachers in Taipei respectively. The pretest results showed the exploratory factor analysis of this scale was composed of three factors which were "basic model functions", "advanced model functions" and "modeling process". The item analyses also showed the items were performing adequately. The confirmatory factor analysis of this three factors scale in test stage showed a proper model fit, and the reliability was found to be very high (a=.919). Finally, the test results indicated elementary school teachers showed positive agreement in the items of model functions and modeling process, especially in the items of "communication", "explanation" and "simulation" which are related to instruction directly, it is worth teacher education to pay more attention that the agreement of advanced model functions is lower than other dimensions.
期刊論文
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2.Lederman, N. G.、Abd-El-Khalick, F.、Bell, R. L.、Schwartz, R. S.(2002)。Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science。Journal of Research in Science Teaching，39(6)，497-521。  new window
3.Henze, I.、van Driel, J. H.、Verloop, N.(2007)。Science teachers’ knowledge about teaching models and modelling in the context of a new syllabus on public understanding of science。Research in Science Education，37(2)，99-122。  new window
4.Ingham, A. M.、Gilbert, J. K.(1991)。The use of analogue models by students of chemistry at higher education level。International Journal of Science Education，13(2)，193-202。  new window
5.Sison, R.、Shimura, M.(1998)。Student modeling and machine learning。International Journal of Artificial Intelligence in Education，9，128-158。  new window
6.van Driel, J.、Verloop, N.(1999)。Teachers' Knowledge of Models and Modelling in Science。International Journal of Science Education，21(11)，1141-1154。  new window
7.Crawford, B. A.、Cullin, M. J.(2004)。Supporting prospective teachers' conceptions of modelling in Science。International Journal of Science Education，26(11)，1379-1401。  new window
8.張志康、林靜雯、邱美虹(2009)。從方法論向度探討中學生對模型與建模歷程之觀點。科學教育研究與發展季刊，53，24-42。  延伸查詢new window
9.Justi, R. S.、Gilbert, J. K.(2002)。Science teachers' knowledge about and attitudes towards the use of models and modeling in learning science。International Journal of Science Education，24，1273-1292。  new window
10.周金城(20080300)。探究中學生對科學模型的分類與組成本質的理解。科學教育月刊，306，10-17。  延伸查詢new window
11.Harrison, A. G.、Treagust, D. F.(2000)。A typology of school science models。International Journal of Science Education，22(9)，1011-1026。  new window
12.Schwarz, C. V.、White, B. Y.(2005)。Metamodeling knowledge: Developing students' understanding of scientific modeling。Cognition and Instruction，23(2)，165-205。  new window
13.Treagust, D. F.、Chittleborough, G.、Mamiala, T. L.(2002)。Students' understanding of the role of scientific models in learning science。International Journal of Science Education，24(4)，357-368。  new window
14.Hodson, D.(1992)。In search of a meaningful relationship: An explanation of some issues relating to integration in science and science education。International Journal of Science Education，14(5)，541-562。  new window
15.Grosslight, L.、Unger, C.、Jay, E.、Smith, C. L.(1991)。Understanding models and their use in science: Conceptions of middle and high school students and experts。Journal of Research in Science Teaching，28(9)，799-822。  new window
16.Gilbert, S. W.(1991)。Model building and a definition of science。Journal of Research in Science Teaching，28(1)，73-79。  new window
17.邱美虹、劉俊庚(20081100)。從科學學習的觀點探討模型與建模能力。科學教育，314，2-20。  延伸查詢new window
18.林靜雯、邱美虹(20080400)。從認知/方法論之向度初探高中學生模型及建模歷程之知識。科學教育，307，9-14。  延伸查詢new window
19.Justi, R. S.、Gilbert, J. K.(2002)。Modeling, teachers' views on the nature of modelling, and implications for the education of modelers。International Journal of Science Education，24(4)，369-387。  new window
20.張志康、邱美虹(20090800)。建模能力分析指標的發展與應用--以電化學為例。科學教育學刊，17(4)，319-342。new window  延伸查詢new window
21.Anderson, James C.、Gerbing, David W.(1988)。Structural Equation Modeling in Practice: A Review and Recommended Two-Step Approach。Psychological Bulletin，103(3)，411-423。  new window
22.Rigdon, Edward E.(1995)。A necessary and sufficient identification rule for structural models estimated in practice。Multivariate Behavioral Research，30(3)，359-383。  new window
23.吳明珠(20080400)。科學模型本質剖析：認識論面向初探。科學教育，307，2-8。  延伸查詢new window
24.van Driel, J. H.、Verloop, N.(2002)。Experienced teachers' knowledge of teaching and learning of models and modeling in science education。International Journal of Science Education，24(12)，1255-1272。  new window
25.Bagozzi, Richard P.、Yi, Youjae(1988)。On the Evaluation of Structural Equation Models。Journal of the Academy of Marketing Science，16(1)，74-94。  new window
26.Hu, Li-tze、Bentler, Peter M.(1999)。Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives。Structural Equation Modeling: A Multidisciplinary Journal，6(1)，1-55。  new window
27.McDonald, Roderick P.、Ho, Moon-Ho Ringo(2002)。Principles and practice in reporting structural equation analyses。Psychological Methods，7(1)，64-82。  new window
28.Valanides, C.,、Angeli, N.(2008)。Learning and teaching about scientific models with a computer-modeling tool。Computers in Human Behavior，24(2)，220-233。  new window
29.Valanides, C.、Angeli, N.(2008)。Learning and teaching about scientific models with a computer-modeling tool。Computers in Human Behavior，24(2)，220-233。  new window
會議論文
1.Davis, E., Kenyon, L., Hug, B., Nelson, M., Beyer, C., Schwarz, C.,、Reiser, B.(2008)。MoDeLS: Designing supports for teachers using scientific modeling。St Louis, MO。  new window
2.Justi, R. S.,、Gilbert J. K.(2001)。Teachers’ views on models and modelling in science education。St Louis, MO。  new window
3.Lin, J. W.,、Wu, Y. L.(2009)。Comparing the differences between science majored and non-science majored in-service teachers’ knowledge about modeling and modeling processes。Taipei, Taiwan。  new window
4.Lin, J. W., Lin, H, F,、Wu, Y. L.(2010)。What are the differences between science majored and non- science majored in-service teachers’ knowledge about functions of models and modeling processes?。Philadelphia, PA。  new window
5.Justi, R. S.、Gilbert, J. K.(2001)。Teachers' views on models and modeling in science education。St. Louis, MO。  new window
6.Lin, J. W.、Wu, Y. L.(2009)。Comparing the differences between science majored and non-science majored in-service teachers' knowledge about modeling and modeling processes。Taipei, Taiwan。  new window
7.Lin, J. W.、Lin, H, F.、Wu, Y. L.(2010)。What are the differences between science majored and non-science majored in-service teachers' knowledge about modeling and modeling processes?。Philadelphia, PA。  new window
8.Davis, E.、Kenyon, L.、Hug, B.、Nelson, M.、Beyer, C.、Schwarz, C.、Reiser, B.(2008)。MoDeLS: Designing supports for teachers using scientific modeling。St. Louis, MO。  new window
研究報告
1.邱美虹(2006)。以認知師徒制探討建模能力與歷程對學生學習物質科學中「氧化與還原」之影響。臺北市。  延伸查詢new window
2.邱美虹(2006)。以認知師徒制探討建模能力與歷程對學生學習物質科學中「氧化與還原」之影響。臺北。  延伸查詢new window
圖書
1.Gilbert, J. K.(1993)。Models and modeling in science education。Hatfield：Association for Science Education。  new window
2.Guieford, J. P.(1965)。Fundamental statistics in phychology and education。N.Y：McGramn-Hill。  new window
3.李茂能(2006)。結構方程模式Amos之簡介及其在測驗編制上之應用: Graphics & Basic。臺北：心理。  延伸查詢new window
4.黃芳銘(2007)。結構方程模式：理論與應用。臺北市：五南圖書出版股份有限公司。  延伸查詢new window
5.吳明隆(2007)。結構方程模式：AMOS的操作與應用。臺北：五南。  延伸查詢new window
6.郭生玉(1987)。心理與教育測驗。台北市：精華書局。  延伸查詢new window
7.Kline, R. B.(1998)。Principle and practice of structural equation modeling。New York, NY：Guilford Press。  new window
8.邱皓政(2003)。結構方程模式--LISREL的理論、技術與應用。雙葉書廊。  延伸查詢new window
9.Diamantopoulos, Adamantios、Siguaw, Judy A.(2000)。Introducing LISREL: A Guide for the Uninitiated。Sage。  new window
10.Clement, J.(1989)。Learning via model construction and criticism。Handbook of creativity, assessment, theory and research。New York。  new window
11.Clement, J.(1989)。Learning via model construction and criticism。Handbook of creativity, assessment, and research。New York。  new window
圖書論文
1.Hoyle, R. H.、Panter, A. T.(1995)。Writing about structural equation modeling。Structural equation modeling。Thousand Oaks, CA：Sage。  new window
2.Hestenes, D.(1995)。Modeling software for learning and doing physics。Thinking physics for teaching。New York：Plenum。  new window
3.Browne, Michael W.、Cudeck, Robert(1993)。Alternative ways of assessing model fit。Testing Structural Equation Models。Sage。  new window
 
 
 
 
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