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Title: 職前生物教師的生物探討技能
Other Titles: Biology Inquiry Skills of Preserice Biology Teachers
Authors: 鄭湧涇
Issue Date: Jun-1991
Publisher: 國立臺灣師範大學研究發展處
Office of Research and Development
Abstract: 本研究發展並效化「生物探討技能調查表」(BISI),同時並以之研究我國中等學校職前生物教師之生物探討技能的發展狀況。BISI的發展是以「生物探討技能界定」為編製工具之構念依據。工具初稿完成後,經過修訂、試測、再修訂後,進行施測與效化分析。研究結果碩示,BISI的內部均質性信度(Cronbach α)為0.73,穩定係數為0.71。BISI分數與BSCT、BTCI、UNSI和SAT四項生物教學能力測驗分數之間的相關係數值分別為0.42、 0.41、0.36和0.60。內容效度、同時效度和構念效度的考驗結果均尚稱滿意,結果顯示BISI為一可信、可靠、適切的生物探討技能評測工具。全體樣本BISI分數的平均數為48.41,標準差為8.08。四個年級樣本之BISI的得分,經變異數分析(ANOVA)的結果顯示,四年級樣本額著高於其他三個年級樣本(P<0.05)。就各項生物探討技能組成的成就言,四年級樣本之技能組成4的能力(設計實驗)顯著優於其他三個年級樣本;技能組成 1的能力(處理和解釋數據)顯著優於二年級樣本。其他三項技能組成的得分,在不同年級之間,則無顯著差異存在。資料分析的結果亦顯示,學業成就較高的學生,生物探討技能成就亦較佳。
In this study, the Biology Inquiry Skills Inventory (BISI) was developed and validated. Theconstruction of the items was based upon an identified list of five major behavioral componentsof the Delimitation of Biological Inquiry Skills. The BISI was pilot-tried, revised, and validatedby examining the proficiency of biological inquiry skills as possessed by the prospective secondary biology teachers in preservice teacher education program. The internal consistency reliability of the BISI scores was 0,73. The coefficient of stabilitywas 0.71. The correlation coefficients between BISI and BSCT. BTCI, UNSI, and SAT scoreswere 0.42. 0.41. 0.36, and 0.60 respectively. Further analysis of data had provided satisfactorysupport of the content, concurrent, and construct validity of the BISI. The mean and the standard deviation of the BISI scores for the entire subjects were48.41 and 8.08. The results of oneway ANOVA showed that a statistically significant differencewas found in BISI scores among the subjects of the four grade levels. Subsequent multiplerange test revealed that the senior subjects scored significantly higher in both BISI and skillcomponent 4 (design experiment) than the subjects of the other three grade levels (p< 0.05). Itwas also found that the seniors scored significantly higher in skill component I (process and interpret data) than the sophomores (p< 0.05). No statistically significant differences in the scoresof the other three skill components among the subjects of the four grade levels. Further dataanalysis indicated that the subjects with higher academic achievement scored significant betterthan those with lower achievement.
Other Identifiers: 875CBF2E-C8AA-EA12-BD9D-DA540920B3D2
Appears in Collections:師大學報

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