以推論模式為架構分析大考化學考科非選擇題試題之探究
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2016-06-??
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國立臺灣師範大學師資培育與就業輔導處
Office of Teacher Education and Career Service
Office of Teacher Education and Career Service
Abstract
本研究嘗試由推論模式來分析大考化學考料非選擇題，以了解學生推論技能與非選擇題表現的關像。由過去的文獻可知，推論是由已知的訊息推得未知的內容，廣泛應用於閱讀理解。有些文獻亦指出，推論技能可能同時影響學生的閱讀能力與科學學習成就。本研究藉由99 年大考化學考科非選擇題第一大題的3 個小題，區分為以文本為基礎與情境模式的試題，研究發現:考生需在命題語句、推論意涵與衍生解題之間形成相互的連結，才能順利完成解題;此外，就高、低先備知識兩種不同的考生群，在以文本為基礎試題的表現的差距，會小於情境模式的試題。研究結呆顯示:在回答接近情境模式的試題時，除了需具有充足的先備知識外，亦需形成有效的推論，才得以完整地回答問題。根據此項結果，研究者提出教學與命題的參考。
This study is to investigate inference skills in problem-solving of free-response chemistry questions in the college entrance examination (CEE). According to literature reviews, inference skills play an important role in reading comprehension, and some literatures suggest inference skills may have influence on both reading comprehension and learning achievement in science. For exploring inference skills in problem solving of chemistry questions in CEE, this study has chosen a free response query of 2010 CEE for analysis. In order to investigate the effects of inference skills and prior-knowledge of students in problemsolving, the question was divided into two categories, closer-to-text base, and closer-to-situation-model to evaluate the performance of students. The results have shown that the higher prior-knowledge students outperformed in situation-model items than the low prior-knowledge students, while these two group students performed closer in text base items. The implications of this study in teaching and item-writing were also provided.
This study is to investigate inference skills in problem-solving of free-response chemistry questions in the college entrance examination (CEE). According to literature reviews, inference skills play an important role in reading comprehension, and some literatures suggest inference skills may have influence on both reading comprehension and learning achievement in science. For exploring inference skills in problem solving of chemistry questions in CEE, this study has chosen a free response query of 2010 CEE for analysis. In order to investigate the effects of inference skills and prior-knowledge of students in problemsolving, the question was divided into two categories, closer-to-text base, and closer-to-situation-model to evaluate the performance of students. The results have shown that the higher prior-knowledge students outperformed in situation-model items than the low prior-knowledge students, while these two group students performed closer in text base items. The implications of this study in teaching and item-writing were also provided.