頁籤選單縮合
題 名 | 中小學「細胞概念類比測驗」的發展與效化=The Development and Validation of the Analogism Tests of Cell Concepts 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 | 18:1 2005.03[民94.03] |
頁 次 | 頁87-116 |
分類號 | 521.37 |
關鍵詞 | 細胞概念類比測驗; 圖形類比; 模型類比; 敘事性類比和複雜性類比; The analogism tests of cell concepts; Graph analogy; Model analogy; Narrating analogy and complex analogy; |
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教材,配合大台北地區中小學學生的另有概念分析,進行中小學細胞相關課程的類比教學,蒐集學生反應的資料,做為編製「細胞概念類比測驗,簡稱ATCC」的依據;本工具目的在偵測學生學習細胞相關課程時,是否會因為類比教學而獲得細胞相關概念,而存在的另有概念是否起源於不理解類比關係而無法產生概念遷移。ATCC 分為國小卷、國中卷和高中卷,包含四個分量:圖形類比、模型類比、敘事性類比和複雜性類比等。本研究建立ATCC 的表面效度、內容效度和構念效度,使類比試題內容可以反映中小學細胞相關課程的內涵,答案選項可以反映學生是否產生另有概念;ATCC 的主要構念可抽出四個因素,總共可以解釋的變異量有51.24%(國小卷)、51.55% (國中卷)和48.05% (高中卷)。 本研究以大台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ATCC,得到內部均質性信度分別達0.6653(國小卷)、0.7021(國中卷)和0.7451(高中卷),顯示ATCC 已建立內部均質性信度。本研究利用試題的項目分析,得到試題的平均難度為0.563 (國小卷),0.654(國中卷)和0.641 (高中卷);鑑別度指數之平均值為0.500(國小卷),0.434(國中卷)和0.425(高中卷)。最後,根據難度和鑑別度,將不適合的題幹陳述與答案選項做最後的修正。 |
英文摘要 | Based on the statements of cell-related curriculum and the analysis of alternative conception of the elementary and middle schools students and according to the elementary and middle schools cell-related curriculum analogy teaching and students’ reported data, this research is intended to devise the so-called “Analogism Tests of Cell Concepts” (ATCC). The purpose of the instrument is to testify whether the students could obtain more cell-related concepts through analogy teaching, whether the students’ alternative conception resulted from their failure in understanding the analogy relation so that they did not have concepts migration. The contents of ATCC were divided into three parts: the elementary school test papers, the junior high school test papers, and the senior high school test papers. ATCC contains four components: graph analogy, model analogy, narrating analogy, and complex analogy. This research has established superficial validity, content validity, and construct validity. ATCC is able to allow the contents of test questions to reflect the cell-related curriculum in elementary and middle schools. The test items also can reflect how students form their alternative conception. Four components were extracted from ATCC, and they explained 51.24% (elementary school test papers), 51.55% (junior high school test papers) and 48.05% (senior high school test papers) of the variation. This research took grade 5, grade 7 and grade 11 students as subjects in Taipei areas. The results showed that the internal consistency reliability of ATCC were 0.6653 (elementary school test papers), 0.7021 (junior high school test papers) and 0.7451 (senior high school test papers). The research found that the reliability and validities of ATCC were satisfactory. The factor analysis revealed that the Difficulty Index for ATCC were 0.392~0.735 (elementary school test papers), 0.433~0.875 (junior high school test papers), and 0.387~0.896 (senior high school test papers); the Discrimination Index for ATCC were 0.314~0.686 (elementary school test papers), 0.174~0.693 (junior high school test papers), and 0.151~0.698 (senior high school test papers). Finally, inappropriate test questions or test items were revised according to the results of difficulties and resolutions of ATCC. |
本系統中英文摘要資訊取自各篇刊載內容。