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題名:國中自然與生活科技學習參與量表的發展與相關因素之探討
書刊名:科學教育學刊
作者:謝慶華段曉林 引用關係靳知勤 引用關係陳淑貞
作者(外文):Hsieh, Ching-huaTuan, Hsiao-linChin, Chi-chinChen, Shu-chen
出版日期:2016
卷期:24:3
頁次:頁249-273
主題關鍵詞:科學學習量表發展學習參與驗證性因素分析Science learningQuestionnaire developmentEngagement in science learningConfirmatory factor analysis
原始連結:連回原系統網址new window
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  • 被引用次數被引用次數:期刊(3) 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:3
  • 共同引用共同引用:42
  • 點閱點閱:46
本研究旨在發展國中自然與生活科技學習參與量表。以屏東縣某國中二年級275位學生為樣本,採用方便取樣,有效樣本數為264份。研究者邀請科教專家學者及國中自然科教師進行量表的審查與修訂,再經由項目分析、因素分析及結構方程驗證性因素分析,以確認本量表之建構效度,結果顯示本量表具備行為參與、情緒參與以及認知參與三個向度,共23題,總量表的內部一致性Cronbach's α係數值為.97,各分量表的Cronbach's α係數值介於.94至.95之間,這些結果顯示本量表具備良好的信效度。此外,學習參與相關因素之研究發現:一、男生在情緒參與向度上顯著高於女生。二、在認知及行為參與方面,高成就生顯著高於中成就生及低成就生,且中成就生顯著高於低成就生;在情緒參與方面,高成就生顯著高於中成就生以及低成就生。三、自然與生活科技喜好程度不同的學生,在認知、情緒以及行為參與三方面皆達顯著性,Scheffé分析顯示,喜歡自然與生活科技的學生顯著高於喜好程度還可以的學生,喜好程度還可以的學生顯著高於不喜歡自然與生活科技的學生。利用多元迴歸分析,性別、學業成就及喜好程度對學生自然與生活科技科目學習參與有很好預測力。
The purpose of this study was to develop a questionnaire to assess engagement in science learning for junior high school students. The questionnaire was administered to 275 eighth graders in Pingtung County through convenience sampling. After deleting incomplete questionnaires, the final valid sample size was 264. Experts of science education research and junior high school teachers were invited to review and revise the content of the questionnaire. The item analysis and exploratory and confirmatory factor analyses were used to establish construct validity of the instrument. Three constructs -- behavioral engagement, emotional engagement, and cognitive engagement -- with 23 items were confirmed. Cronbach's α coefficient for the entire questionnaire was .97 and ranged from .94 to .95 for each scale, indicating high consistency and reliability of the questionnaire. The results of this study showed that: 1. Male students were significantly higher than female students on emotional engagement scale. 2. On the cognitive and behavioral engagement scales, high achievers scored significantly higher than average and low achievers, and average achievers scored significantly higher than low achievers. On emotional engagement scale, high achievers scored significantly higher than average and low achievers. 3. On behavioral engagement, emotional engagement and cognitive engagement scales, students who like science scored significantly higher than those who generally like science and students who generally like science scored significantly higher than those who dislike science. Finally, this study analyzed the prediction of influence factors of the engagement in science learning based on gender, science achievement and science preference through multiple regressions.
期刊論文
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研究報告
1.林煥祥、劉聖忠、林素微、李暉(2008)。臺灣參加PISA 2006成果報告 (計畫編號:NSC95-2522-S-026-002)。臺北市。  延伸查詢new window
2.Fredricks, J. A.、McColskey, W.、Meli, J.、Mordica, J.、Montrosse, B.、Mooney, K.、Regional Educational Laboratory Southeast(2011)。Measuring student engagement in upper elementary through high school: A description of 21 instruments。U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast。  new window
學位論文
1.羅文璟(2009)。探究教學之學習興趣量表的發展與評估(碩士論文)。國立彰化師範大學,彰化。  延伸查詢new window
圖書
1.National Research Council and Institute of Medicine(2004)。Engaging schools: Fostering high school students, motivation to learn。Washington, DC:National Academies Press。  new window
2.吳明隆、涂金堂(2007)。SPSS與統計應用分析。五南。  延伸查詢new window
3.Sharma, Subhash(1996)。Applied Multivariate Techniques。New York, NY:Wiley Press。  new window
4.邱皓政(2000)。社會與行為科學的量化研究與統計分析:SPSS中文視窗版資料分析範例解析。臺北市:五南圖書出版股份有限公司。  延伸查詢new window
5.Stevens, J.(1996)。Applied multivariate statistics for the social sciences。Mahwah, NJ:Lawrence Erlbaum。  new window
6.Tabachnick, Barbara G.、Fidell, Linda S.(2007)。Using multivariate statistics。Pearson/Allyn and Bacon。  new window
7.DeVellis, Robert F.(1991)。Scale Development: Theory and Applications。Sage。  new window
8.Schumacker, Randall E.、Lomax, Richard G.(2004)。A Beginner's Guide to Structural Equation Modeling。Lawrence Erlbaum Associates, Inc.。  new window
9.Joreskog, K. G.、Sorbom, D.(1993)。LISREL 8: User's Reference Guide。Chicago:Scientific Software。  new window
圖書論文
1.Lunetta, V. N.(1998)。The school science laboratory: Historical perspectives and contexts for contemporary teaching。International handbook of science education。Dordrecht:Kluwer。  new window
2.Connell, J. P.、Wellborn, J. G.(1991)。Competence, autonomy, and relatedness: A motivational analysis of self-system processes。Minnesota Symposium on Child Psychology。Hillsdale, NJ:Lawrence Erlbaum。  new window
3.Newmann, F. M.、Wehlage, G. G.、Lamborn, S. D.(1992)。The significance and sources of student engagement。Student engagement and achievement in American secondary schools。Teachers College Press。  new window
 
 
 
 
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