本計畫主要目的係探究在臺灣教學方法和教育成果間之關聯，而為了分析探究式教學方法、教師引導式教學方法對由先前國際大型測驗所得結果建構而成之理想教育成果的效用，在整體理論框架中，聚焦於方法論層面。此外，從2015年國際數學與科學教育成就趨勢調查（Trends in International Mathematics and Science Study，簡稱TIMSS）台灣部分資料發展出的實證研究，可描繪出教師自陳教學方法對對學生科學學業成就與動機之效用。本研究計畫將從兩方面為科學教育領域文獻帶來顯著提升。首先是依分析層次（如班級和學生）與資料來源（如教師和學生）綜觀兩國際大型資料庫TIMSS和國際學生能力評量計畫（Programme for International Student Assessment，簡稱PISA）為基底之教學方法和學生在科學整體、不同認知領域之成就以及動機信念間關係。透過此論述，可令探討教學方法架構及觀察其和學生學習成果相關性的研究，在方法論使用考量上更加全面。其次，因使用具一國代表性的TIMSS八年級資料，檢證教師自陳教學方法和學生科學學習成就、動機間關聯，這份實證研究成果能夠在絕大多數文獻採用學生覺察而非教師自陳教學方法的情境下，補足研究教學方法相關領域議題的參考需求。 ;The purpose of this proposed study is to investigate the relationships between instructional practices and student educational outcomes in Taiwan. Theoretical frameworks focusing on methodological aspects for analyzing the effects of inquiry-based and teacher-directed instructional practices on desired educational outcomes that are constructed from previous results using international large-scale assessments (ILSA) data will be proposed. Furthermore, empirical evidence from the portion of Taiwanese data from the Trends in International Mathematics and Science Study (TIMSS) 2015 will be provided to depict the effectiveness of teachers’ self-reported instructional practices in science classrooms on students’ science achievement as well as motivational beliefs. The proposed research will significantly advance the literature in the field of science education in two ways. First, the relations between instructional practices and students’ achievement in general and in different cognitive domains, as well as motivational beliefs in science learning based on two ILSA, TIMSS and the Programme for International Student Assessment (PISA), will be synthesized in terms of the levels of analysis (i.e., classroom and student) and data sources (i.e., teachers and students). This discussion will provide a more comprehensive perspective on methodological considerations for the construction of instructional practices, and their effects on students’ learning outcomes. Second, the associations between teachers’ self-reported instructional practices and students’ science achievement as well as motivations will be examined using nationally presentative eighth-graders data of TIMSS 2015. Such empirical evidence will fill in the literature gap where most studies use students’ perceived rather than teachers’ self-reported instructional practices to investigate the related issues regarding instructional practices in Taiwan.
