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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=The Development and Validation of Reading Comprehension Tests of Cell-related Curriculum in Elementary and Middle Schools |
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作 者 | 盧秀琴; | 書刊名 | 國立臺北師範學院學報. 數理科技教育類 |
卷 期 | 17:2 2004.09[民93.09] |
頁 次 | 頁83-114 |
分類號 | 523.4436187 |
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; |
語 文 | 中文(Chinese) |
中文摘要 | 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。 |
英文摘要 | 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. |
本系統中英文摘要資訊取自各篇刊載內容。