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題名：中小學「細胞相關課程閱讀理解能力測驗」的發展與效化
書刊名：國立臺北師範學院學報. 數理科技教育類
作者：盧秀琴
作者(外文)：Lu, Chow-chin
出版日期：2004
卷期：17:2
頁次：頁83-114
主題關鍵詞：細胞相關課程閱讀理解能力測驗；重要概念；科學詞彙；邏輯推理；分析預測；The reading comprehension tests of cell-related curriculum；Important concepts；Scientific glossaries；Logical inferences and analytical predictions
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  • 被引用次數被引用次數:期刊(7) 博士論文(0) 專書(0) 專書論文(0)
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　　　　　本研究根據中小學生物科細胞相關課程的命題知識陳述，配合大臺北地區中小學學生的另有概念分析，做為編製「細胞相關課程閱讀理解能力測驗」（簡稱RCTC，Reading Comprehension Tests of Cell-related Curriculum）的依據，本工具的目的在偵測學生學習細胞相關課程時，產生另有概念是否因為閱讀理解能力不佳所造成；RCTC分為國小卷、國中卷和高中卷，包含四個分量：重要概念、科學詞彙、邏輯推理和分析預測等。本研究建立RCTC的表面效度、內容效度和構念效度，使科學文章適合學生閱讀，其文章內容可以充分反映中小學細胞相關課程的內涵，而題幹陳述與答案選項可以充分反映學生如何產生另有概念；同時確立RCTC之四個評測分量為測驗中的主要構念，各可以解釋的變異量有32.79%（國小卷）、40.99%（國中卷）和34.95%（高中卷）。 本研究以大臺北地區的國小五年級、國中一年級和高中二年級學生為對象，發展並效化RCTC，得到內部均質性信度分別達0.7322（國小卷）、0.8063（國中卷）和0.7594（高中卷），顯示RCTC已建立內部均質性信度。另外，本研究利用試題的項目分析，得到各試題難度為0.292∼0.801（國小卷），0.327∼0.779（國中卷）和0.298∼0.902 （高中卷）；鑑別度為0.005∼0.700（國小卷），0.038∼0.711（國中卷）和0.100∼0.667（高中卷）。最後，根據難度和鑑別度，將不適合的文章段落、題幹陳述與答案選項做最後的修正。
　　　　　Based on the proposition knowledge statements of cell related curriculum and the analysis of alternative conception of the elementary and middle schools students, this research is aimed to organize the Reading Comprehension Tests of Cell-related Curriculum (RCTC). The purpose of the instrument is to test whether the students’ alternative conception is due to their poor reading comprehension. The contents of RCTC were divided into three parts: the elementary school test papers, the junior high school test papers and the senior high school test papers. RCTC contains four components: important concepts, scientific glossaries, logical inferences and analytical predictions. This research has established superficial validity, content validity and construct validity. RCTC is able to allow the contents of scientific articles to fully reflect the cell related curriculum in elementary and middle schools. The cell related curriculum examination items are also capable to fully reflect how students form their alternative conception. The four components of RCTC are constructed and the variation can be explained, 32.79%(elementary school test papers), 40.99%(junior high school test papers) and 34.95%(senior high school test papers). This research took grade 5, grade 7 and grade 11 students as subjects who lived in Taipei areas. The results showed that the internal consistency reliability of RCTC were 0.7322 (elementary school test papers), 0.8063 (junior high school test papers) and 0.7594 (senior high school test papers). The research found that the reliability and validities of RCTC were satisfactory. The factor analysis revealed that the Difficulty Index for RCTC were 0.292~0.801 (elementary school test papers), 0.327~0.779 (junior high school test papers) and 0.298~0.902 (senior high school test papers); the Discrimination Index for RCTC were 0.005~0.700 (elementary school test papers), 0.038~0.711 (junior high school test papers) and 0.100~0.667 (senior high school test papers). Finally, inappropriate article paragraphs or test items were revised according to the results of difficulties and resolutions of RCTC.
期刊論文
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3.錡寶香(19991100)。國小學童閱讀理解能力之分析。國教學報，11，100-133。  延伸查詢new window
4.楊文金(19920600)。由閱讀理解探討形成假說測驗試題的結構。臺北師院學報，5，469-500。  延伸查詢new window
5.盧秀琴(20030300)。顯微鏡下的世界兩階層診斷式紙筆測驗的發展與效化。國立臺北師範學院學報，16(1)，127-166。new window  延伸查詢new window
6.連啟瑞、盧玉玲(20020900)。九年一貫課程「自然與生活科技」領域中之創造思考。國立臺北師範學院學報. 數理科技教育類，15，229+231-261+263。new window  延伸查詢new window
7.張筱莉、林陳涌(20010900)。學童眼中的科學專有名詞。科學教育學刊，9(3)，219-234。new window  延伸查詢new window
8.盧秀琴(20040300)。不同教學策略影響中小學學生學習顯微鏡相關課程之探究。國立臺北師範學院學報. 數理科技教育類，17(1)，147-172。new window  延伸查詢new window
9.Bamett, J.(1992)。Language in the science classroom: some issues for teachers。The Australian Science Teachers Journal，38(4)，8-13。  new window
10.Bishop, R.(1970)。Big words bother me。Education Research，13(1)，75。  new window
11.Evans, J. D.(1978)。Putting names to concepts in biology。Journal of Biological Education，12(4)，261-266。  new window
12.Just, M. A.、Carpenter, P. A.(1992)。A capacity theory of comprehension: In-dividual differences in working memory。Psychological Review，99(1)，122-149。  new window
13.Lehr, S.(1988)。The child's developing sense of theme。Reading Research Quarterly，23(3)，337-357。  new window
14.Warner, J.、Wallace, J.(1994)。Creative writing and students' science learning in ascience and technology context。The Australian Science Teachers Journal，40(4)，71-75。  new window
15.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。  new window
16.Pearsall, N. R.、Skipper, J. E. J.、Mintzes, J. J.(1997)。Knowledge restructuring in the life sciences: A longitudinal study of conceptual change in Biology。Science Education，81(2)，193-215。  new window
17.盧秀琴(20030900)。臺灣北部地區中小學學生的顯微鏡操作技能與相關概念之發展。國立臺北師範學院學報，16(2)，161-186。new window  延伸查詢new window
18.盧秀琴(20051200)。探討教科書與中小學學生學習細胞相關概念的關係。科學教育學刊，13(4)，367-386。new window  延伸查詢new window
19.Cattell, Raymond B.(1966)。The scree test for the number of factors。Multivariate Behavioral Research，1(2)，245-276。  new window
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會議論文
1.盧秀琴、童禕珊(2003)。台北市高中生的擴散與滲透作用概念認知之研究。92學年度師範學院教育學術論文研討會。台南市：國立台南師院。  延伸查詢new window
2.Moes, M.、Foertsch, D.、Stewart, J.、Dunning, D.、Rogres, T.、Seda-Santana, I.、Benjamin, L.、Pearson, P. D.(1984)。Effects of text structure on children's comprehension of expository material。The National Reading Conference。Rochester, NY。62-84。  new window
3.Good, R.、Trowbridge, I.、Demastes, S.、Wandersee, I.、Hafner, M.、Cummins, C.(1994)。Proceeding of the 1992 Evolution Education Research Conference。the 1992 Evolution Education Research Conference。Baton Rouge：Louisiana State University。  new window
4.盧秀琴(2003)。不同學生表徵影響國中學生學習顯微鏡相關課程之探究。92學年度國立臺北師院教育學術論文發表會。國立台北師院。231-250。  延伸查詢new window
學位論文
1.陳秋芬(2003)。科學性文章中的時間序列對國小五年級學生閱讀理解的影響(碩士論文)。國立中正大學。  延伸查詢new window
2.陳明彥(2002)。國小學童語言能力、閱讀理解能力與寫作表現關係之研究(碩士論文)。臺中師範學院。  延伸查詢new window
3.黃秀英(1999)。國中生物科文本調整與學生閱讀理解之研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
4.謝添裕(2002)。國小學童對不同型式以及不同圖文配置之科學文章其閱讀理解與閱讀觀點之研究(碩士論文)。臺中師範學院。  延伸查詢new window
圖書
1.Lemke, J. L.(1990)。Talking science: Language, learning, and value。Ablex。  new window
2.林清山(1998)。教育心理學。臺北：遠流。  延伸查詢new window
3.Campbell, N. A.、Reece, J. B.(2003)。Biology concepts and connections。Benjamin Cummings Company。  new window
4.Ames, L. B.、Ilg, F. L.、Baker, S. M.(1988)。Your ten- to fourteen-year-old。New York：Delacorte。  new window
5.Cook, D. M.(1986)。A guide to curriculum planning in reading。Madison, WI：Wisconsin Department of Public Instruction。  new window
6.Gunning, T. G.(1996)。Creating reading instruction for all children。Allyn & Bacon。  new window
7.Huck, C. S.、Hepler, S.、Hickman, J.(1993)。Children's literature in the elementary school。Orlando, FL：New York：Harcourt Brace Jovanovich College Publishers。  new window
8.Norman, D. A.、Rumelhart, D. E.(1975)。Explorations in cognition。W. H. Freeman。  new window
9.Gagné, E. D.、Yekovich, C. W.、Yekovich, F. R.(1993)。The cognitive psychology of school learning。New York, NY：Harper Collins College Publishers。  new window
10.Kintsch, Walter(1974)。The representation of meaning in memory。Lawrence Erlbaum Associates。  new window
11.Anderson, John Robert(1983)。The architecture of cognition。Cambridge, MA：Harvard University Press。  new window
圖書論文
1.Sulzby, E.、Teale, W.(1991)。Emergent literacy。Handbook of reading research。Longman。  new window
2.吳敏而(1993)。國小小學學生文章理解層次分析。國民小學國語科教材教法。台灣省國民學校教師研習會。  延伸查詢new window
3.柯華葳(1993)。語文科的閱讀教學。學習輔導：學習心理學的應用。臺北市：心理出版社。  延伸查詢new window
4.Dickinson, D.、Wolf, M.、Stotsky, S.(1989)。Words move: The interwoven development of oral and written language。The development of language。New York：Macmillan。  new window
5.Rickheit, G.、Schnotz, W.、Strohner, H.(1985)。The concept of inference in discourse comprehension。Inferences in text processing。Amsterdam, PA：Elsevier Science Publishers。  new window
6.Scharkey, N. E.(1990)。A connectionist model of text comprehension。Comprehension processes in reading。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
7.Stepans, J. I.(1991)。Developmental in students' understanding of physics concepts。The psychology of learning science。Hillsdale, NJ：Lawrence Erlbaum Associates, Publishers。  new window
 
 
 
 
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