國中學生經濟教材迷思概念之研究--以台北市為例

Students’ Misconception in Economics Materials --A Study of Junior High School in Taipei

陳珮宜(Pay-Yi Chen)

指導教授 ： 黃美筠博士

國立臺灣師範大學/教育學院/公民教育與活動領導學系/碩士(2001年)

摘要

本研究旨在探討我國國中學生在經濟教材中的迷思概念。由於現行公民與道德第三冊是國中階段最完整、基本的經濟學教材，因而可以透過教材的內容來發現我國國三學生在學習上的迷思概念。此外，使用該教材的教師亦可在實務上對此教材及對學生學習情形作最佳的評鑑。基於此，本研究以台北市市立國中三年級學生與三年級公民科教師為對象，採用問卷調查法蒐集學生學習此教材時的認知程度與學習態度，以及任課教師對該教材的評價，並輔以訪談以彌補問卷之不足。而以「國中學生經濟迷思概念問卷」、「教師迷思概念問卷」二份問卷為主要評量工具。
本研究採分層叢集取樣，共得有效樣本學生數461位及有效樣本教師89位。依抽樣結果對資料進行統計分析，主要發現如下：
一、學生經濟迷思概念產生原因可能有：教師教學因素、大眾的想
法、學生望文生義的結果。
二、台北市國三學生在現行教材的學習上普遍具有的迷思概念為：
機會成本、生產資源、比較利益、外部效果、共用財、儲蓄、生
產與消費、供需法則、經濟體系。
三、在個別經濟迷思概念中，有迷思學生與無迷思學生在國三上學期
學業成績、國三上學期公民科成績、對公民與道德科學習態度分
數都有顯著差異，且無迷思概念學生的平均分數顯著高於有迷思
學生。
四、個別經濟迷思概念的產生與性別無相關存在，但與學生國三上學
期學業成績、國三上學期公民科成績相關性均達顯著，惟在與公
民與道德科學習態度分數的相關性仍待進一步研究。
五、依據多元迴歸分析顯示：有四個變項可解釋國三學生經濟迷思概
念問卷分數的變異情形。其中最佳的預測變項是「國三上學期公
民科成績」，和其他與之共同解釋經濟迷思概念問卷分數的有效
預測變項合計可解釋大約49.3％的分數變異情形。
六、在機會成本、生產資源、比較利益、外部效果、共用財、生產與
消費、供需法則、經濟體系等經濟迷思概念中，可以國三上學期
學業成績、國三上學期公民科成績、對公民與道德科學習態度分
數為區別指標，對有無迷思概念學生建立一區別函數，進行區別
分析。

關鍵字

迷思概念 ； 經濟學教材 ； 區別分析 ； 學習態度

並列摘要

The purpose of this study was to investigate junior high school students’ misconception in economics materials. Since the single textbook is the primary tool in Taiwan junior high school classrooms. The ninth grade students’ misconceptions of its best judged by the achievement outcome of student's economic course learning. Therefore, this study utilized the survey method to collect data regarding misconception in economics materials of third grade junior high school students and the civics teachers also were invited in using a specific set of criteria developed by this study to evaluate the economics materials. The instrument that were used are the Test of Students’ Economic Misconception and Questionnaire of Civics teachers’ Economic Misconception.
Stratified-cluster sampling procedures were used in selecting the sample. A total
of 16 third grade classes with 461students and 89 civics teachers were utilized as the sample in this study.
This study drew the following conclusions:
1.Economic misconceptions of students might be due to
teachers’ teaching、opinion of the public and to take
the words too literally.
2.Common misconceptions of third grade junior high school
students in Taipei are: opportunity cost、productive
resource、comparative advantage、market failure、saving、
produce＆consume、supply＆demand、economic system.
3.Among each economic misconception, students who have
misconceptions their third grade overall GPA、civics
scores and learning attitudes scores are lower than
students who have no misconceptions.
4.Each economic misconception has no correlation with sex,
however, it is significant between the third grade
overall GPA and civics scores.
5.Stepwise multiple regression procedure revealed four
characteristics that were significant in explaining a
portion of variance in the knowledge scores of the
respondents. The best predictor is the students' "the
third grade’s civics scores". The other significant
predictors in combination with students' the third grade’
s civics scores accounted for about 49.3% of the variance
in economic knowledge scores.
6.Economics misconceptions such as: opportunity cost、
productive resource、comparative advantage、market
failure、saving、produce＆consume、supply＆demand、
economic system, could set up a discriminate function
according to third grade overall GPA、civics scores and
learning attitudes scores to distinguish students who
have misconceptions.

並列關鍵字

Misconception ； Economics Materials ； Discrimination ； Learning attitude