我國小學四年級學生在「2003年國際數學與科學教育成就趨勢調查」中科學低分題之分析

Abstract

本研究以我國學生參與「2003年國際數學與科學教育成就趨勢調查」之試測與實測的結果，分析重複試題中通過率低於50％之因素。研究對象為參加TIMSS 2003試測和實測的國小四年級學生，分別為1601人及4661人，並訪談24位實測學生以及1位教學經驗豐富的國小教師。研究過程為先分析44題低分題所考的概念及在課程標準內的分布情形，次從課程、題型、題意理解與迷思概念等方向分析低分題的成因，並探討男女學生在不同題型中的表現差異。研究結果如下：1.低分題中有79.5％的試題概念未涵蓋在規劃的課程內，為造成低分的原因；2.因語文能力不足而影響學生在非選擇題（佔低分題68.2％）的閱讀與書寫，且容易誤解題意（佔低分題11.4％），顯示語文能力不足為造成低分的原因；3.有61.4％的低分題概念與文獻上已發現的迷思概念相符，顯示迷思概念亦為造成低分的原因；4.男女學生在不同測驗題型中的表現並無差異。本研究建議如下：1.加強國小學生的語文閱讀及書寫表達能力；2.分析我國課程未涵蓋的試題概念在其他參加國的課程分布情形；3.探討試測與實測通過率相差20％的11題之原因；4.探討是否有其他試題出現題意理解問題。The study analyzed the reasons for difficult items which were repeated in both field test and main survey of Trends in International Mathematics and Science Study in 2003 for grade fourth. There were 1601 and 4661 students involved in field test and main survey respectively. Twenty-four students who had the tests and one experienced elementary school teacher were interviewed. The concepts of 44 items which passing rate were lower than 50% and the involvement of these concepts in the national standardized curriculum were analyzed first. The second step analyzed the reasons for low passing rate for these items from curriculum, format of test items, understanding of items and misconceptions. The performance of different gender in different format of items was investigated also. The findings were as follow: 1. 79.5% of items’ concepts did not cover in curriculum; 2. students could not answered correctly of constructed-response items which was 68.2% of low passing items and misunderstanding of 11.4% of items due to their weak reading and writing ability in language; 3. concepts of 61.4% of low passing items were consisted with the misconceptions in literature; 4. male and female students performed no difference in different format of items. To reinforce the students reading and writing in language and to investigate the coverage of concepts of test items internationally were recommended. To investigate 11 items which had 20% difference between field test and main survey and reexamine the meaning writing of items which students did not understand were suggested also.