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題名:國小自然科教師評量信念對學生學習影響之研究
作者:謝祥宏
作者(外文):Shieh Shyang Horng
校院名稱:彰化師範大學
系所名稱:科學教育研究所
指導教授:段曉林
學位類別:博士
出版日期:2004
主題關鍵詞:自然教師科學態度評量知覺評量信念評量實務國小學科評量知識science teacherattitudes toward scienceperception toward assessmentbeliefs about assessmentassessment practiceElementary schoolsubject assessment knowledge
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本研究之目的在於探討國小自然教師評量信念對學生學習之影響,研究採「質」、「量」合併的方法,以探討國小自然科教師所呈現的評量實務、評量信念取向、評量信念取向與教學行為的關係、評量信念對學生評量知覺之影響、評量信念對學生對科學的態度之影響。
研究方式以教室觀察、晤談、文件分析、蒐集學生對教師評量知覺等質性研究方式,探討三位國小自然科教師所呈現之評量實務、評量實務、評量信念取向、評量信念取向與教學行為的關係。此外應用「學生對科學之態度量表」及自編發展「學生評量知覺量表」兩項工具,輔以期末半結構式晤談,以瞭解自然教師的評量信念對學生評量知覺與對科學的態度影響。研究結果如下:
一、國小自然教師所展現之評量實務
本研究之個案教師之評量實務,歸納成以下研究結果:1.個案教師展現不同評量特質,A教師較傾向建構取向評量,B教師傾向傳統取向評量,C教師則介呼兩者之間。2.個案教師以內容向度的評量方式較多。3.教學過程中的評量方式以口頭回答為主。4.同一位教師在不同年級所設計之評量大致相同。5.個案教師使用相同的評量方式,但展現不同的內涵。6.不同評量知識、學科知識、學科評量知識背景之教師,展現不同的評量方式。
二、國小自然教師之所展現之評量信念
本研究之個案教師之評量信念,歸納如下研究結果:
1.評量相關文件分析中,所展現的評量信念包括:回饋取向、過程技能取
向、分數取向、態度取向、激勵取向、公平取向、知識取向、合作取
向。
2.「教學過程」中所展現的評量信念包括:科學知識建構取向、知識取
向、分數取向、激勵取向、理解取向、控制取向、懲罰取向、多元取
向。
三、評量信念與師生互動具有一定關係
評量信念展現較傾向於評量內容向度者,師生互動較傾向極端教師中心;評量信念展現較傾向於評量策略、評分目的者,師生互動較傾向是學生為中心。
四、評量信念對學生評量知覺的影響
在自然教師評量信念對學生評量知覺的影響方面,結果顯示:1.回饋評量信念對學生評量知覺具正向影響。2.分數取向評量信念教師,影響學生傾向分數取向評量知覺。3.科學過程技能取向評量信念對學生評量知覺具正向影響。
五、回饋取向評量信念對學生科學態度具正向影響
在自然教師評量信念對「學生對科學的態度」之影響上,研究則顯示回饋取向評量信念對學生對科學的態度具正向影響。
本研究從三位自然教師評量信念的研究顯示,教師的評量信念對學生評量知覺、學生對科學態度產生影響。最後,本研究針對教師評量信念的研究、學生評量知覺工具、師資培育提出建議。
The purpose of this study was to investigate the influence of three science teachers’ beliefs about assessment on elementary students’ science learning. Both qualitative and quantitative methods was used to explore science teachers’ assessment practice, beliefs about assessment, relationships between beliefs about assessment and student-teacher interactions, the influence of science teachers’ beliefs about assessment on elementary students’ perception to science assessment and attitudes toward science scale.
Qualitative data collection from classroom observation, interview and document analysis were used to investigate science teachers’ assessment practice, beliefs about assessment, and relationships between beliefs about assessment and student-teacher interactions. Quantitative data from the questionnaires of student''s perception toward science assessment (SPTSA) and attitudes toward science scale (ATSS) were used to investigate students’ perception towards science assessment and attitudes toward science.
The findings of this study could be summarized as followings:
1. Three science teachers’ science assessment practice:
a.Science teachers expressed different assessment
characteristics: teacher A expressed constructivism
orientation, teacher B expressed tradition orientations and
teacher C was in between constructivism and tradition
assessment.
b.Three science teachers concerned most in content dimension.
c.During classroom science teaching, oral response assessment
was used most often by three teachers.
d.The same teacher tended to used same assessment strategies
to different graders.
e.Although three science teachers used the same assessment
strategies, but the substances of the assessment were
different.
f.Science teachers with different background of assessment
knowledge, subject knowledge and subject assessment
knowledge, they expressed different ways of assessment.
2.Three science teachers’ beliefs about science assessment
consisted of science process skill orientation, science
knowledge orientation, hard working orientation, multifaceted
orientation, feedback orientation, grading orientation,
encourage orientation.
3.The relationships between science teachers’ beliefs about
assessment and their teaching practice indicated that when
teacher’s beliefs about assessment focused on strategy
oriented, then student-teacher in his classroom interaction
tended to be student-centered. When teacher’s beliefs about
assessment is content oriented, then the student-teacher
interaction tended to be teacher-centered.
4.The influence of science teachers’ beliefs about assessment
on elementary student’s perception to science assessment and
attitudes toward science scale are as follows:
a.The teacher’s feedback orientation of beliefs about
assessment has much positive influence on students’
perception of science assessment.
b.The teacher’s grading orientation of beliefs about
assessment influenced students’ perception of science
assessment toward grading orientation.
c.The teachers’ science process approach orientation of
beliefs about assessment has much positive influence on
student’s perception of science assessment.
d.The teacher’s feedback orientation of beliefs about
assessment has much positive influence on student’s
attitudes toward science.
5.Although three science teachers used same assessment methods,
but their underneath beliefs are different.
The result of this study indicated that science teachers’ beliefs about assessment have great influence on students’ perception toward the assessment about science learning and attitudes toward science. Based on the findings, this study also provides suggestions for future study in teacher’s beliefs about science assessment and teacher education.
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