由TIMSS 2003的結果分析各國八年級學生科學學習成就與影響因素以及探討我國不同特質的班級理化課課堂活動

Cross-national analysis of 8-grade students’ achievement and background variables in science,and investigate the differences in science lessons activities of different characteristic classes in Taiwan: finding from TIMSS 2003

鄭士鴻

指導教授 ： 洪志明

國立臺灣師範大學/理學院/化學系/碩士(2005年)

摘要

本研究以八年級學生在TIMSS 2003的測驗結果來分析各國學生科學學習成就與影響因子的關係，以及探討不同特質班級學生的理化課課堂活動差異情形。研究對象第一部份為參加TIMSS 2003八年級學生調查測驗的47個國家，第二部分以我國5379位參加TIMSS 2003的八年級學生為研究對象來研究不同特質班級的理化課課堂活動差異情形。統計檢驗的方法為：第一部份利用相關分析找出各國學生成就與影響因子的關係，並依分析單位的不同來分為：1.各國學生數據的分析(以學生為單位作國家內的分析)，藉由各國國家內學生的相關分析來了解學生科學成就與學生特質之間的關聯；2.各國平均數據的分析(以國家為單位作國家間的分析)，將各國數據作總平均來進行相關分析，藉由47個國家的平均數據分析結果來了解國家科學成就與國家學生特質之間的相關性。第二部分使用卡方檢定找出不同特質班級所參與理化課課堂活動的差異。欲分析的三種不同的班級特質依次為：1.班級學生的科學平均成就高低；2.班級學生同意「我希望在學校多上一些理化課」的平均高低；3.成就高但不希望多上一點理化課的班級學生(簡稱高分反向)與成就低但希望多上一點理化課的班級學生(簡稱低分正向)。研究所獲得的結果如下：
1. 科學成就較高的學生相較於較低的學生家中藏書較多、有較高的教育期望、對科學學習的信心較高以及對科學有較高的價值觀。
2. 科學成就較高的國家相較於較低的國家學生家中有較多的藏書，對科學的信心則覺得自己理化不好、自己理化學的慢但覺得理化不難，以及對科學有較低的價值觀。
3. 高成就和低成就班級學生對理化課堂活動的分析結果與高分反向和低分正向的班級學生對理化課堂活動的分析結果相近，高成就與高分反向的班級學生理化課堂活動偏重於較著重於老師的黑板教學、解題、家庭作業相關與小考等以老師的教學與評量為中心的教學方法，而實驗相關、探討活動、小組合作、實驗現象結果解釋與報告等以學生活動為中心的教學方法較少。
4. 除了「在課堂上就開始做家庭作業」這個活動未達顯著差異以外，其餘13種課堂活動中，對多上一點理化課較正向的班級學生選擇「幾乎每節課」及「約有一半的課」的百分比顯著高於較反向的班級學生，選擇「有些課」及「從來沒有過」的百分比顯著低於較反向的班級學生。

關鍵字

TIMSS 2003 ； 科學學習成就 ； 學生特質 ； 課堂活動 ； 不同特質班級學生

並列摘要

This study uses the database of TIMSS 2003 to analyse the relationship between 8th graders’ science achievement and background variables and to investigate the differences in science lessons activities of different characteristic classes in Taiwan. The study included two parts. Part Ⅰ:there were 47 nations involved in TIMSS 2003, correlation analyses was used to find out the relationship between 8th graders’ science achievement and background variables, depend on the different unit of analysis,correlation analyses were performed at two levels: (1)within-country analysis(individual student being the unit of analysis), 47 correlation analyses were conducted at the student level for each of the participating countries for TIMSS 2003 to examine the relationship between students’ science achievement and background variables.(2)between-country analysis(country being the unit of analysis),correlation analysis at the country level were conducted for the aggregated data, the mean science achievement scores and the mean of the background variables were computed for each country, then the correlation coefficients for relevant variables were computed at the country level to find the relationship between countries’ performing and their characteristics. Part Ⅱ: Chi-square test was conducted to find the difference in science lessons activities of different characteristic classes in Taiwan. This part of the study investigates three kinds of different characteristic classes: (1)Classes with high and low performance; (2)Classes with high and low agreement of the statement“I would like to take more science in school”;(3)Classes with high performance but wouldn’t like to take more science in school and with low performance but would like to take more science in school. The findings are as follow:
1. High performance students had more books in their home, higher self-academic expectations, higher self-confidence in learning science and higher valuing science in comparision with low performance students.
2. High performance countries’ students had more books in their home, tended to think themselves don’t do well in science, learned things slowly in science, but thought science isn’t so difficult for them, and had lower valuing science in comparision with low performance countries.
3. The analysis results of science lessons activities of high and low performance classes were similar to the results of the analyses of classes with high performance but wouldn’t like to take more science in school and with low performance but would like to take more science in school. Classes with high performance and high performance but wouldn’t like to take more science in school had more teacher-centered/evaluation activities like teachers’ giving lectures, finding solutions of problems, homeworks, and quizs or tests, less student-center activities like experiments, group learning, explanation and presentation results of experiments and investigation.
4. Except for“how often do you begin your homework in class?”item, classes with high agreement of the statement“I would like to take more science in school”answered other 13 science lessons activities with“Every or almost every lesson”、“ about half the lessons”more and“ some lessons”、“ never”less in comparision with classes with low agreement of the statement.

參考文獻

張殷榮(2001)：我國國中學生在國際測驗調查中科學學習成就影響因素之探討。科學教育月刊，244，5-10。

羅珮華(2003)：從TIMSS 1999探討國二學生的學習成就與學習時間及國家經濟能力之關係。科學教育月刊，256，3-11。

吳佳玲、張俊彥(2001)：學生問題解決能力與其個人背景變項之初探。科學教育月刊，245，2-10。

吳琪玉(2005)：探討我國八年級學生在TIMSS 1999與TIMSS 2003數學與科學之表現。國立台灣師範大學科學教育研究所碩士論文，未出版，台北市。

洪志明(2000)，第三次國際數學與科學教育成就研究後續調查成果報導。科學教育月刊，235，70-72。