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

The Development and Study of the Relevant Factors of the Engagement in Science Learning Questionnaire in Junior High School

謝慶華(Ching-Hua Hsieh) ； 段曉林(Hsiao-Lin Tuan) ； 靳知勤(Chi-Chin Chin) ； 陳淑貞(Shu-Chen Chen)

《科學教育學刊》 24卷3期 (2016/09) Pp. 249-273

https://doi.org/10.6173/CJSE.2016.2403.02

摘要

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。

關鍵字

科學學習 ； 量表發展 ； 學習參與 ； 驗證性因素分析

並列摘要

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.

並列關鍵字

Science Learning ； Questionnaire Development ； Engagement in Science Learning ； Confirmatory Factor Analysis

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