科學素養評量融入國中地球科學教學評量對國中教育會考自然科成績之影響

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Date

2016-07-??

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國立臺灣師範大學科學教育中心
Science Education Center,National Normal University

Abstract

本研究嘗試將科學素養型試題放人園中地球科學月考及小考中,提升學生科學素養及問題解決能力。實驗結果發現學生在經過適當訓練後對科學素養測驗適應情況相當良好,雖然教師命題時逐漸增加科學素養測驗的配分比例,但第l 學期3 次月考平均分數與及格率都有逐漸上升的現象。第2 學期實驗學校更換教師後平時小考並未再安排科學素養型試題,但月考加考科學素養測驗後平均分數與及格率仍維持第l 學期的水準'原本經訓練已得到的能力並不會因此下降。而事後分析學生參加國中教育會考自然科的成續發現,將科學素養評量融人教學評量確實對於提升學生科學素養有幫助,且「研究設計」差異最大也最明顯。將科學素養評量融人教學評量中不但不會對學生成績造成影響,更能促使教師改變教學方式,讓學生學習靈活運用科學知識的能力。
This study attempted to incorporate scientific literacy assessment in quiz and semester exams in earth science curriculum in junior high school to improve students' scientific accomplishments and problem solving ability. Result shows that after trained by scientific literacy, students used to it. Although the ratio of scientific literacy content gradually increased in semester exams, the average score and pass ratio are increased in first semester. We didn't include scientific literacy assessment in quiz for the second semester, but the average score and passing ratio of the semester exams are roughly the same as those of the first semester. The students' can hold their ability scientific literacy training. Results from the students' performance in the comprehensive assessment program for junior high school shows that the scientific literacy assessment can promote students' scientific literacy. Using scientific literacy assessment in teaching will not influence students' test results. Instead, teacher will change teaching method and let students' learning ability to make use of science knowledge by adopting scientific literacy assessment in teaching.

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