台灣學生科學素養與科學態度關係之研究

本研究係利用PISA 2006的學生問卷調查結果之科學態度部分，探討參與評量的台灣學生，其科學態度與科學素養之研究。在本研究中「科學素養」是以PISA 2006的科學素養平均表現成績和3個科學能力素養，即「形成科學意題」、「解釋科學現象」、「科學舉證」的分數表現為指標內容；「科學態度」指「學習科學的快樂」、「科學自我效能」、「學科學的未來性動機」、「學科學的工具性動機」、「科學自我概念」等學生問卷調查題目的填答情形為依據。探討台灣PISA 2006科學素養的評量結果、PISA 2006科學態度的填答情形、科學態度與科學素養之關聯。統計方法係利用SPSS 12.0版套裝軟體進行描述性統計量、主成份分析、信度分析、相關分析、迴歸分析等統計方法。本研究建議，對學校教師方面，包括注意每位學生的科學素養情形，以免學生程度落差過大、引起學生學習科學的興趣與動機、培養學生科學應用的能力；對後續研究方面，改變研究的變項，如增加科學態度變項或更換背景變項、進行跨國研究，像是表現TOP5的國家、東亞國家等的跨國研究。

關鍵字

PISA 2006 ；科學素養；科學態度

並列摘要

The purpose of the study is using the science attitudes of PISA 2006 Student Questionnaire to discuss the Taiwan students interaction between the science literacy and science attitudes. In this study, the terminology “science literacy” means that performance in science includes three science competencies, identify scientific issues, explain phenomena scientifically, and use scientific evidence. The terminology “science attitudes” means the enjoyment of learning science, self-efficacy in science, instrumental motivation to learn science, future-oriented motivation to learn science, and self-concept in science. Discussion on Taiwan student science literacy result of PISA 2006, the result of investigation of PISA 2006 science attitudes, and the relationship between science literacy and science attitudes. Using SPSS 12.0, the author analyzed the data, such as descriptive statistics, factor analyses, reliability analyses, corellational analyses, and regression analyses. The suggestions for the school teacher, including taking care of every students’ in learning mathematical literacy, avoiding sharp difference between students, provoking stutends’ interest and motivation of learning science, developing students’ ability to practice scientific knoeledge. For the futher study, change the study variables, like increasing variables about science attitudes, or replace the back ground variables. Adding the country to conducts the transnational research, like performance among Top 5 Countries or East Asian country.