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題名：臺灣學生科學素養與科教學者研究成果表現之發展趨勢探討
書刊名：科學教育學刊
作者：陳雅君／洪瑞兒 引用關係／佘曉清／林煥祥
作者(外文)：Chen, Ya-chun／Hong, Zuway-r／She, Hsiao-ching／Lin, Huann-shyang
出版日期：2016
卷期：24:4
頁次：頁333-354
主題關鍵詞：科學素養；科學教育研究成果；PISA；Scientific literacy；Research performance on science education
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(2) 博士論文(2) 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:27
  • 點閱點閱:22
本研究的目的在分析我國學生在PISA 2006及PISA 2015預試(Field Trial Test, FT)科學素養方面的表現，並進一步與該期間我國學者在科學教育研究期刊論文的發展趨勢進行比較。本研究的資料來源為臺灣PISA 2006 (N = 8,815)及PISA 2015 FT (N = 2,661)資料庫。研究結果發現我國學生在PISA 2015 FT科學能力的整體表現以及在解釋科學現象、評估與設計科學探究及詮釋科學數據及證據等三項科學能力的表現，均顯著低於PISA 2006。同時，PISA 2015 FT的學生對科學的興趣、喜愛及自我效能亦顯著低於PISA 2006的學生。此外，國內學者於此期間的科學教育研究成果雖然呈現持續成長的發展趨勢，但我國學生在PISA科學素養的表現卻反而呈現顯著退步的情形。最後討論研究結果對科學教育研究者、科學教師及教育政策行政相關人員之省思及提供相關建議以資參考。
The purpose of this study was to explore the differences in Taiwan students’ scientific literacy on PISA 2006 and PISA 2015 Field Trial test (FT) and compare it with the developmental trend of Taiwan science educators’ research publication performance. The two datasets were accessed from PISA 2006 (N = 8,815) and PISA 2015 FT (N = 2,661) national databases for Taiwan. The results of data analysis reveal that PISA 2015 FT students’ science competencies of explaining phenomena scientifically, evaluating and designing scientific inquiry, and interpreting data and evidence scientifically are significantly lower than the achievement for PISA 2006 students. In addition, PISA 2015 FT students’ interest in science, enjoyment of science and self-efficacy in science are also significantly lower than the results for PISA 2006 students. The inconsistent developmental trend between the two PISA cycle students’ declining achievement and science educators’ flourishing research publication performance deserves special attention by science teachers, policy makers and administrators, and science educators.
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