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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/14613

Title: 國小學生對自然科評量知覺初探之研究
A Study of Elementary Students’ Perceptions Towards Science Assessment in Science Class
Authors: 謝祥宏;龍麟如;段曉林
Contributors: 科學教育研究所
Keywords: 自然科;知覺;國小;評量
Science;Perceptions;Elementary School;Assessment
Date: 2004-01
Issue Date: 2012-11-22T07:44:46Z
Publisher: 中華民國科學教育學會
Abstract: 本研究的目的為探討國小學生對自然科評量之知覺,研究者選取苗栗縣4-6年級學生439名為研究樣本,利用「國小學生對自然科評量知覺」開放式問卷,探討學生對自然科評量知覺。問卷之發展係根據文獻分析而設計,共設計八題開放式問題,於學生填答完畢後,將作答情形分類、編碼、輸入電腦以進行量的分析,並經由卡方統計考驗探討不同年級學生對自然科評量知覺之間的差異。結果顯示:國小學生對於自然科「評分」之知覺,可分為五類:分數取向、概念取向、正面取向、負面取向、期望取向,整體而言學生的回答以概念取向最多,其次為負面取向;對於自然科作業「是否評分」之知覺及「對於學習進步的知覺」,以分數取向最多;對於自然科「學期成績」之知覺,以努力取向為最多;對於考試目的之知覺,以能力取向為最多。對於評量類型偏好之知覺,結果顯示學生對評量方式的偏好,是與其他評量方式比較後的結果。在不同情境之下,學生對同一種評量方式的偏好不同。最後,研究者在文章中亦提出對於未來科學評量相關研究之啟示。
The purpose of this study is to explore elementary students' perceptions towards science assessment in Miaoli County, Taiwan. 439 students ranging from 4th to 6th grades were selected. The questionnaire "Student's Perception Towards Science Assessment (SPTSA)" was designed and implemented to collect these students' perceptions towards science assessment. A Chi-square test was used to analyze the differences among 4th to 6th graders. Findings of the study indicated that students' perceptions toward science assessment can be classified into five approaches. These are the: grading approach, concepts approach, negative approach, positive approach, and expectation approach. In general, the concept approach and the negative approach were the top two perceptions toward science assessment. In addition, most of students viewed "grading of science homework", and "making progress" as the grading approach, while viewing their semester grade as the effort approach. Most students viewed the purpose of assessment as the ability approach. Their preference toward assessment depends on the type of assessments and the context. Suggestions for future study in science assessment are discussed.
Relation: 科學教育學刊, 12(1): 27-52
Appears in Collections:[科學教育研究所] 期刊論文

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