從TIMSS探討我國八年級學生科學學習成就與教師相關變項之關聯
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2014
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Abstract
本研究藉由分析TIMSS 1999、TIMSS 2003、TIMSS 2007與TIMSS 2011的公開資料，來瞭解我國八年級學生在科學學習成就與教室教學氣氛和教師特質的相關性。藉由統整四年間的科學教師、八年級生問卷與成就測驗作答情形，透過描述性統計、皮爾森積差相關以及比較95%信賴區間來進行分析，並歸納出趨勢性。
分析結果如下：(一)「教學氣氛」與「測驗頻率」是與學生科學學習成就最相關的教室教學氣氛與教師特質變項；(二)「資訊融入自然教學的頻率」有逐年增加的趨勢；「作業頻率」、「教學氣氛」、「教師學歷」、「探究式教學頻率」和「教師專業發展」在2011年皆有顯著上升之趨勢； 「學習氣氛」有下降的趨勢；「測驗頻率」居高不下。
對於未來科學教育之建議：(一)鼓勵教師多進修，並營造良好的學術氣氛；(二)測驗頻率應逐漸下降，並增加以學生主動學習與思考為主要內容的作業；(三)增強學生的學習氣氛。
對於TIMSS與後續研究之建議：(一)朝「教學氣氛的感知」與「教師專業發展意願」方面研究；(二) 以次級研究進行分析才能釐清因果關係；(三)開發背景問卷時，應分科分年級，並建立固定的模板。
In this study, we analyzed the data from TIMSS 1999、TIMSS 2003、TIMSS 2007 and TIMSS 2011 for understanding the relationship among classroom instructions、classroom climates、teacher characteristics and the science achievement of eighth graders in Taiwan. Research tools included the TIMSS 1999、TIMSS2003、TIMSS 2007、TIMSS 2011 science teacher questionnaires and student questionnaires of eight grade. SPSS Statistics22.0 software was used to conduct discriptive Analysis、Pearson’s correlation and 95% CI comparison for trend analysis. The result were as followings：(1) the highest correlation variable of teacher characteristics were teaching atmosphere or exam frequency,(2)there was an increasing frequency of science teacher’s information-tech-integrated education style ,(3) “homework frequency”、”teaching atmosphere”、”teacher’s highest formal education level”、”discovery education frequency”and”teacher’s professional development level”are significantly higher in TIMSS 2011,(4) there was an decreasing trend of learning atmosphere, while test frequency was consistently high. The suggestions of this study were as followings：(1) science teachers in Taiwan should advance themselves in order to creating an energetic teaching atmosphere,(2)reduce the frequency of exam, and increase the frequency of learner-centered homework ,(3)to higher the science learning atmosphere,(4)analyze “teaching atmosphere”and “teacher’s professional developement” further；(5)use secondary research to clear up the causal-relationship；(6)separate the grade and the subject of questionnaire.
In this study, we analyzed the data from TIMSS 1999、TIMSS 2003、TIMSS 2007 and TIMSS 2011 for understanding the relationship among classroom instructions、classroom climates、teacher characteristics and the science achievement of eighth graders in Taiwan. Research tools included the TIMSS 1999、TIMSS2003、TIMSS 2007、TIMSS 2011 science teacher questionnaires and student questionnaires of eight grade. SPSS Statistics22.0 software was used to conduct discriptive Analysis、Pearson’s correlation and 95% CI comparison for trend analysis. The result were as followings：(1) the highest correlation variable of teacher characteristics were teaching atmosphere or exam frequency,(2)there was an increasing frequency of science teacher’s information-tech-integrated education style ,(3) “homework frequency”、”teaching atmosphere”、”teacher’s highest formal education level”、”discovery education frequency”and”teacher’s professional development level”are significantly higher in TIMSS 2011,(4) there was an decreasing trend of learning atmosphere, while test frequency was consistently high. The suggestions of this study were as followings：(1) science teachers in Taiwan should advance themselves in order to creating an energetic teaching atmosphere,(2)reduce the frequency of exam, and increase the frequency of learner-centered homework ,(3)to higher the science learning atmosphere,(4)analyze “teaching atmosphere”and “teacher’s professional developement” further；(5)use secondary research to clear up the causal-relationship；(6)separate the grade and the subject of questionnaire.
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TIMSS, 科學學習成就, 教室教學與氣氛, 教師特質, TIMSS(Trends in International Mathematics and Science Study), science achievements, classroom instruction and climate, teacher characteristics