家校環境對青少年科學素養的多水平影響－基於PISA 2015中國京滬粵蘇四省市數據

A Multi-Level Study: The Influence from the Environment of Family and Schools on Students' Scientific Literacy in China-Based on PISA 2015 Data

李黎光(Li-Guang Lee) ； 欒田田(Tian-Tian Luan) ； 周誼(Yi Zhou) ； 陳奕樺(I-Hua Chen)

《台灣教育研究期刊》 1卷5期 (2020/09) Pp. 193-208

摘要

青少年科學素養是建設創新型國家和全面小康社會的基礎，文章借鑒Bronfenbrelmer的人類發展生態系統理論，檢驗家長情感支持和學校自主管理對15歲青少年科學素養的多水平影響。以PISA 2015中國京滬粵蘇四省市數據進行實證研究，有效的學生分析人數爲7667人，來自257所學校。通過多水平模型分析，結果顯示：（1）家長情感支持對學生的科學素養有顯著的正向影響；（2）學校課程自主管理對學生科學素養有顯著負向影響；（3）家長情感支持與學校資源自主管理存在顯著的跨水平交互作用，後者會削弱前者對學生科學素養所帶來的積極影響。研究結果說明，改善學校課程自主管理的品質、合理配置學校資源自主權，能有效避免學校自主管理對學生科學素養的不利影響，從家校兩維度共同促進學生的科學學習表現。

關鍵字

人類發展生態系統理論 ； 學校自主管理 ； 科學素養 ； 家長情感支持 ； 跨水平交互作用

並列摘要

The scientific literacy of teenagers is the foundation for creating an innovative country and a comprehensive well-off society. Although many studies in recent years have explored the influencing factors on adolescents' scientific literacy, few have included the influence dimension of both schools and families, and further tested the cross-level interactions between the two. Therefore, this paper emerged from the theory of the ecological systems of human development proposed by Bronfenbrelmer to test the influence of parental emotional support (family dimension) and school autonomy (school dimension) on students' scientific literacy. Using the multi- level analysis to investigate three main questions: (1) What is the effect of parental emotional support on the scientific literacy of students? (2) Does the school autonomy have a significant impact on students' scientific literacy? (3) Does the school autonomy regulate the influence of parental emotional support on students' scientific literacy. This study used the empirical data released by PISA 2015 data of Beijing, Shanghai, Guangdong and Jiangsu Provinces, the valid number of students was 7667, from 257 schools. The results were: (1) Parental emotional support does have a significant positive impact on students' scientific literacy; (2) The index of the school autonomy relating to curriculum and assessment have a significant negative impact on students' scientific literacy; (3) There is a significant cross-level interaction between parental emotional support and the index of the school autonomy of school staff in allocating resources. Specifically, the latter will weaken the positive impact of the former on the scientific literacy of students.

並列關鍵字

scientific literacy ； ecological systems theory ； parental emotional support ； school autonomy ； cross-level interaction