臺灣高中生生物多樣性概念兩階層診斷式紙筆測驗的發展與效化

The Development and Validation of a Two-tier Multiple Choice Instrument for the Biodiversity Concept of Senior High School Students in Taiwan

林文揚(Wen-Yang Lin) ； 黃文彬(Wen-Bin Huang)

《花蓮教育大學學報》 23期 (2006/11) Pp. 131-165

摘要

為瞭解我國高中學生現階段所具有的生物多樣性概念及其另有概念類型之情形，本研究以Treagust所提出發展兩階層診斷測驗的三階段十步驟為依據，編製一套以高中學生為對象之標準化的「生物多樣性概念之兩階層選擇測驗卷（簡稱TIBIC，Two-tier multiple choice Instrument of the BIodiversity Concept）」。該評量工具可用來偵測學生作答背後的理由。TIBIC包含生物多樣性的五部份概念：基本概念、基因多樣性、物種多樣性、生態系多樣性、及生物多樣性的威脅與保育。同時，為能比較與分析原住民學生與非原住民學生在生物多樣性概念認知上的差異與原因，本研究以在閩南人、客家人及原住民三族群人口比例相近的花蓮縣之高中三年級學生為對象，發展並效化TIBIC。本研究在TIBIC發展過程中，建立了表面效度、內容效度與專家效度。最後，綜合考量Cronbach α係數、項目分析之難度和鑑別度、及專家學者之建議，將不適合的題幹陳述與答案選項作最後淘汰及修正後，TIBIC的內部均質性信度Cronbach α係數為0.860、重測信度為0.899，顯示TIBIC有良好的信、效度，其試題內容可以反映高中生物多樣性相關課程的內涵，答案選項可以反映學生是否產生另有概念。

關鍵字

生物多樣性 ； 概念認知 ； 另有概念 ； 兩階層選擇測驗卷

並列摘要

In order to investigate the current status of biodiversity conceptual cognition and its alternative conceptions among senior high school students in Taiwan, a diagnostic instrument of the Two-tier multiple choice Instrument of the Biodiversity Conception (TIBIC) was developed and validated in this study, based on the ten stages involving three broad areas brought by Treagust. The instrument is useful to evaluate the rationale of students' answers. In the TIBIC there were five parts of biodiversity conceptions, including basic conception, gene biodiversity, species biodiversity, ecosystem biodiversity, and threat and conservation of biodiversity. This research took grade 12 students as subjects in Haulien areas, where the ratios of Taiwanese Minnanren, Hakka and Aboriginal peoples are close, in order to compare aboriginal students with non-aboriginal students to find their cognitional differences. This research has established superficial validity, content validity, and profession validity of TIBIC. Inappropriate test questions or test items were deleted and revised according to the integration with the results of Cronbach α, difficulties and resolutions of TIBIC, and suggestions from the professional committee in this study. Finally, the internal consistency reliability (Cronbach α) and retested reliability for TIBIC was 0.860 and 0.899, respectively, suggesting that the reliabilities and validities of TIBIC were satisfactory. These results indicate that TIBIC is able to allow the contents of test questions to reflect the biodiversity curriculum in senior high schools and the test items can also reflect how students form their alternative conceptions.

並列關鍵字

Biodiversity ； Conceptual cognition ； Alternative conception ； Two-tier multiple-choice instrument