臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：科學想像力圖形測驗之發展
書刊名：教育科學研究期刊
作者：王佳琪／鄭英耀 引用關係／何曉琪
作者(外文)：Wang, Chia-chi／Cheng, Ying-yao／Ho, Hsiao-chi
出版日期：2016
卷期：61:4
頁次：頁177-204
主題關鍵詞：科學想像力圖形測驗；科學想像力歷程；Rasch部分給分模式；Rasch partial credit model；Scientific imagination process；Scientific imagination test-figural
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(4) 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:142
  • 點閱點閱:43
本研究旨在科學想像力歷程模式的基礎下，發展適用於國小五、六年級的科學想像力圖形測驗。研究對象包含預試樣本558位學生，正式樣本698位學生。本測驗共有A、B、C、D四項作業，每項作業均包含科學想像力歷程中的漫想力、聯想力、奇想力等三個向度，用以測量學生之科學想像力。經以Rasch部分給分模式分析，三向度的量表具有良好的模式資料適配度。所有的作業在男、女學生並無明顯的差異試題功能，且漫想力、聯想力、奇想力之信度分別是 .88、 .88以及 .87。最後，本研究針對「科學想像力圖形測驗」的發展與應用，提出未來研究之建議
This study developed the Scientific Imagination Test-Figural (SIT-Figural) for 5th and 6th graders on the basis of the scientific imagination process. A total of 1,256 students who completed the SIT-Figural constituted Sample 1 (n = 558) and Sample 2 (n = 698). The SIT-Figural, which was designed to measure the students’ scientific imagination, comprised four tasks, A, B, C, and D–which covered three dimensions of the scientific imagination process, namely brainstorming, association, and transformation (or elaboration). The Rasch partial credit model was used to assess the model–data fit. A differential item functioning analysis was conducted to assess the consistency of the ratings provided by male and female students. The results revealed that the three dimensions of the SIT-Figural exhibited an acceptable model–data fit. The three subtests had person separate reliabilities of .88, .88, and .87. Finally, suggestions for future revisions and applications of the SIT-Figural have been proposed in this paper
期刊論文
1.王佳琪、鄭英耀、劉昆夏、何曉琪(20111200)。以Rash分析檢驗「多向度幽默感量表」之信效度。測驗學刊，58(4)，691-713。new window  延伸查詢new window
2.Razumnikova, O. M.(2004)。Gender differences in hemispheric organization during divergent thinking: An EEG investigation in human subjects。Neuroscience Letters，362(3)，193-195。  new window
3.Finke, R. A.、Slayton, K.(1988)。Explorations of creative visual synthesis in mental imagery。Memory and cognition，16(3)，252-257。  new window
4.梁朝雲、許育齡、林威聖(20140300)。探究想像力內涵暨評測量表研發。測驗學刊，61(1)，27-50。new window  延伸查詢new window
5.王依仁、葉忠達、江怡瑩(20120500)。國小六年級學童的繪畫創作想像力研究。藝術教育研究，23，105-137。new window  延伸查詢new window
6.劉昆夏、鄭英耀、王文中(20100300)。創意產品共識評量之信、效度析論。測驗學刊，57(1)，59-84。new window  延伸查詢new window
7.Raju, N. S.、Price, L. R.、Oshima, T. C.、Nering, M. L.(2007)。Standardized conditional SEM: A case for conditional reliability。Applied Psychological Measurement，31(3)，169-180。  new window
8.林怡君、張麗麗、陸怡琮(20130900)。Rasch模式建置國小高年級閱讀理解測驗。教育心理學報，45(1)，39-61。new window  延伸查詢new window
9.Wang, W.-C.(2008)。Assessment of differential item functioning。Journal of Applied Measurement，9(4)，1-22。  new window
10.張貴琳(20131200)。青少年線上閱讀素養評量工具之發展。教育實踐與研究，26(2)，29-65。new window  延伸查詢new window
11.趙小瑩、王文中、葉寶專(20070600)。正負向情感及身體激起量表之發展與試題反應分析：焦慮症與憂鬱症三角模式的再探討。測驗學刊，54(1)，223-257。new window  延伸查詢new window
12.Ward, Thomas B.(1994)。Structured imagination: The role of category structure in exemplar generation。Cognitive Psychology，27(1)，1-40。  new window
13.許育齡、梁朝雲、林志成(20130600)。教師發揮教學設計想像力的心理與環境因素探究。當代教育研究，21(2)，113-148。new window  延伸查詢new window
14.王文中(20041200)。Rasch測量理論與其在教育和心理之應用。教育與心理研究，27(4)，637-694。new window  延伸查詢new window
15.Zabriskie, B.(2004)。Imagination as laboratory。Journal of Analytical Psychology，49(2)，235-242。  new window
16.Wood, K. D.、Endres, C.(2004)。Motivating student interest with the imagine, elaborate, predict, and confirm (IEPC) strategy。The Reading Teacher，58(4)，346-357。  new window
17.Wilson, M.(2009)。Measuring processions: Assessment structures underlying a learning progression。Journal of Research in Science Teaching，46(6)，716-730。  new window
18.Wang, C.-C.、Ho, H.-C.、Wu, J.-J.、Cheng, Y.-Y.(2014)。Development of the scientific imagination model: A concept-mapping perspective。Thinking Skills and Creativity，13，106-119。  new window
19.Wang, C.-C.、Ho, H.-C.、Cheng, C.-L.、Cheng, Y.-Y.(2014)。Application of the Rasch model to the measurement of creativity: The creative achievement questionnaire。Creativity Research Journal，26(1)，62-71。  new window
20.Wang, C.-C.、Ho, H.-C.、Cheng, Y.-Y.(2015)。Building a learning progression for scientific imagination: A measurement approach。Thinking Skills and Creativity，17，1-14。  new window
21.Robinson, A.(2010)。Chemistry's visual origins: Vivid imagination was key to unlocking the secrets of molecular structure in the nineteenth century。Nature，465，36。  new window
22.Ren, Fujun、Li, Xiuj、Zhang, Huiliang、Wang, Lihui(2012)。Progression of Chinese students' creative imagination from elementary through high school。International Journal of Science Education，34(13)，2043-2059。  new window
23.Pendry, John B.、Schurig, David、Smith, David R.(2006)。Controlling electromagnetic fields。Science，312(5781)，1780-1782。  new window
24.McCormack, A.(2010)。Imagine and invent: Create a great future。Journal of College Science Teaching，40(1)，8-9。  new window
25.Jankowska, D. M.、Karwowski, M.(2015)。Measuring creative imagery abilities。Frontiers in Psychology，6，1591。  new window
26.Hadzigeorgiou, Y.、Stefanich, G.(2000)。Imagination in science education。Contemporary Education，71(4)，23-28。  new window
27.Ho, H.-C.、Wang, C.-C.、Cheng, Y.-Y.(2013)。Analysis of the scientific imagination process。Thinking Skills and Creativity，10，68-78。  new window
28.Campbell, K. H. S.、Mcwhir, J.、Ritchie, W. A.、Wilmut, I.(1996)。Sheep cloned by nuclear transfer from a cultured cell line。Nature，380，64-66。  new window
29.Cruz, H. D.、Smedt, J. D.(2010)。Science as structured imagination。Journal of Creative Behavior，44(1)，37-52。  new window
30.DeMoss, K.、Milich, R.、DeMers, S.(1993)。Gender, creativity, depression, and attributional style in adolescents with high academic ability。Journal of Abnormal Child Psychology，21(4)，455-467。  new window
31.Abraham, A.、Thybusch, K.、Pieritz, K.、Hermann, C.(2014)。Gender differences in creative thinking: Behavioral and fMRI findings。Brain Imaging and Behavior，8(1)，39-51。  new window
32.巫博瀚、賴英娟、施慶麟(2013)。「Rosenberg自尊量表」之試題衡鑑：評等量尺模型的應用。測驗學刊，60(2)，263-289。new window  延伸查詢new window
33.鄭英耀、葉麗貞、劉昆夏、莫慕貞(20110900)。大學生基本能力指標之建構。測驗學刊，58(3)，531-558。new window  延伸查詢new window
34.王佳琪、何曉琪、鄭英耀(20140900)。「科學創造性問題解決測驗」之發展。測驗學刊，61(3)，337-360。new window  延伸查詢new window
35.Kaufman, J. C.、Baer, J.(2008)。Gender differences in creativity。The Journal of Creative Behavior，42(2)，75-105。  new window
36.Cheng, Y.-Y.、Wang, W.-C.、Ho, Y.-H.(2009)。Multidimensional Rasch analysis of a psychological test with multiple subtests: A statistical solution for the bandwidth-fidelity dilemma。Educational and Psychological Measurement，69(3)，369-388。  new window
37.Eckhoff, A.、Urbach, J.(2008)。Understanding imaginative thinking during childhood: Sociocultural conceptions of creativity and imaginative thought。Early Childhood Education Journal，36(2)，179-185。  new window
38.LeBoutillier, N.、Marks, D. F.(2003)。Mental imagery and creativity: A meta-analytic review study。British Journal of Psychology，94(1)，29-44。  new window
39.Linacre, J. M.(1998)。Thurstone thresholds and the Rasch model。Rasch Measurement Transactions，12(2)，634-635。  new window
40.Masters, G. N.(1982)。A Rasch model for partial credit scoring。Psychometrika，47(2)，149-174。  new window
41.Vygotsky, Lev Semenovich(2004)。Imagination and Creativity in Childhood。Journal of Russian and East European Psychology，42(1)，7-97。  new window
42.Wolfe, E. W.、Smith, E. V. Jr.(2007)。Understanding Rasch measurement: Instrument development tools and activities for measure validation using Rasch models: Part II--Validation activities。Journal of Applied Measurement，8(2)，204-234。  new window
43.Adams, Raymond J.、Wilson, Mark R.、Wang, Wen-chung(1997)。The multidimensional random coefficients multinomial logit model。Applied Psychological Measurement，21(1)，1-23。  new window
44.趙子揚、黃嘉莉、宋曜廷、郭蕙寧、許明輝(20160600)。教師情境判斷測驗之編製。教育科學研究期刊，61(2)，85-117。new window  延伸查詢new window
45.Zarnowski, Myra(2009)。The thought experiment: An imaginative way into civic literacy。Social Studies，100(2)，55-62。  new window
46.謝如山、謝名娟(20130900)。多層面Rasch模式在數學實作評量的應用。教育心理學報，45(1)，1-16+18。new window  延伸查詢new window
研究報告
1.吳靜吉、郭俊賢、林偉文、劉士豪、陳玉樺(1998)。新編創造思考測驗研究。臺北市：教育部。  延伸查詢new window
圖書
1.Bond, T. G.、Fox, C. M.(2007)。Applying the Rasch model: Fundamental measurement in the human sciences。Lawrence Erlbaum Associates。  new window
2.Holland, P. W.、Wainer, H.(1993)。Differential item functioning。Hillsdale, NJ：Lawrence Erlnaum。  new window
3.Wilson, M. R.(2005)。Constructing measures: An item response modeling approach。Lawrence Erlbaum Associates。  new window
4.Osborn, A. F.(1953)。Applied imagination。New York：Charles Scribiner's Sons。  new window
5.Sternberg, Robert J.、Williams, Wendy M.(1996)。How to develop student creativity。Alexandria, Virginia：Association for Supervision and Curriculum Development。  new window
6.Rasch, G.(1960)。Probabilistic models for some intelligence and attainment tests。Copenhagen：The Danish Institute for Educational Research。  new window
7.Mayer, Richard E.、林清山(1990)。教育心理學：認知取向。臺北市：遠流出版社。  延伸查詢new window
8.Sternberg, Robert J.、李乙明、李淑貞(2005)。創造力I．理論。臺北：五南。  延伸查詢new window
9.Miles, Mathew B.、Huberman, A. Michael(1994)。Qualitative data analysis: A sourcebook of new methods。Sage Publications。  new window
其他
1.Wu, M. L.，Adams, R. J.，Wilson, M. R.(2007)。ConQuest，Camberwell, Victoria：Australian Council for Educational Research。  new window
2.The Next Generation Science Standards(2013)。Appendix H: Understanding the scientific enterprise: The nature of science in the next generation science standards，http://www.nextgenscience.org/sites/ngss/files/Appendix%20H%20-%20The%20Nature%20of%20Science%20in%20the%20Next%20Generation%20Science%20Standards%204.15.13.pdf。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：515（臺灣：510，外國：5） ／ 本年度總使用人次：2516201 ／ 訪客人次（自102年09月）：68309064
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上