以PISA 2015台灣資料檢證教學方法與學生動機、科學成就間關係之異同;Differential Relations of Instructional Practices to Students’ Motivations and Science Achievement in Taiwan: Evidence from Pisa 2015

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題名:	以PISA 2015台灣資料檢證教學方法與學生動機、科學成就間關係之異同;Differential Relations of Instructional Practices to Students’ Motivations and Science Achievement in Taiwan: Evidence from Pisa 2015
作者:	劉佩艷
貢獻者:	國立中央大學學習與教學研究所
關鍵詞:	科學素養;科學學習動機;探究式教學方法;教師引導式教學方法;國際學生能力評量計劃;Inquiry-based instructional practices;PISA;Science literacy;Science learning motivation;Teacher-directed instructional practices
日期:	2018-12-19
上傳時間:	2018-12-20 13:56:06 (UTC+8)
出版者:	科技部
摘要:	本計畫旨在檢驗教學方法對學生學習動機與科學成就之關係效果，其中採用2015年度國際學生能力評量計劃（the Programme for International Student Assessment，簡稱PISA）台灣部分的資料，用以觀察可代表台灣整體15歲學生之樣貌。而學生所覺察之教學方法，包括探究式、教師引導式兩種，以及科學學習動機，例如自我效能、內在動機與外在動機，連同科學素養，將作為本研究中的主要變數。本研究計畫將更加充實、豐富科學教育範疇中現有兩面向之文獻。其一，和PISA 2006的資料相較，有別於當時僅調查關乎探究式教學方法之題項，PISA 2015進一步地衡量學生對在台灣更常見之教師引導式教學方法的觀點。本計畫或可成為以PISA 2015資料同時探究此兩種教學方法與動機、科學成就間關係首開先河之研究。其二，本研究亦提出教學方法與成就間的倒U型關係。儘管在先前的研究文獻中，已使用了許多不同統計分析，提供關於教學方法與成就間關係綜合性的證據，但本計畫將闡明一更契合的模型作為此難題的解決之道。 ;The purpose of this proposal is to examine the effects of instructional practices on students’ learning motivation and science achievement. The portion of Taiwanese data from the Programme for International Student Assessment (PISA) 2015 will be utilized to scrutinize the patterns of nationally representative 15-year-old students in Taiwan. Students’ perceived instructional practices (i.e., inquiry-based and teacher-directed), science learning motivation (i.e., self-efficacy, intrinsic motivation, and extrinsic motivation), and science literacy, will be the major variables. The research proposal will significantly advance the literature in the field of science education in two ways. First, compared with PISA 2006 which only surveyed items regarding inquiry-based instructional practices, PISA 2015 further measures students’ perceptions of the implementation of teacher-directed instructional practices, which are more commonly utilized in Taiwan. This proposal may be the first study to investigate the relations among the two instructional practices, motivation, and science achievement simultaneously, based on PISA 2015. Second, an inverted U-shape relation between instructional practices and achievement is proposed. While previous studies that used different statistical analyses provided mixed evidence regarding the relation between instructional practices and achievement, this proposal argues that a more approximate model may be the solution to the dilemma.
關聯:	財團法人國家實驗研究院科技政策研究與資訊中心
顯示於類別:	[學習與教學研究所 ] 研究計畫

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