| Summary: | 碩士 === 國立高雄師範大學 === 科學教育研究所 === 91 === According to the outline of nature and technology field in compulsory education (1-9), the research based on thinking intelligence index aims at constructing and developing the thinking intelligence assessment system. The system comprises five main parts: the distinction of index items’ characteristics, designs of thinking intelligence questions, establishment of assessment framework, statistical analysis of assessment and the distribution situation of assessment results. Meanwhile, the system also attempts to probe junior high school students’ thinking intelligence including synthesis thinking, inferential thinking, critical thinking, creative thinking and problem solving, the five thinking skills.
The open-ended survey revised by 175 sample students and 3 senior and junior high school teachers respectively consists of A, B, C, D four copies, 22 questions in total. Applying the survey on 415 grade-3 sample students in junior high school, the results contribute to improving teaching and learning achievements.
The results indicate that: (1) The questions are featured according to reference study and thinking intelligence index of compulsory education (1-9). Questionnaires are also checked and aimed complying with 7W (why, what, where, which, how, who, when) to correspond with the thinking intelligence index. (2) Assessment principles, assessment ways, assessment points and answer analysis construct the assessment framework. (3) The total item difficulty indexes are about .28, and the discrimination indexes derived from point-biserial correlation analysis are above .40. Both indicate low item difficulty and high discrimination of these assessments. (4) Grades from A, B, C, D four copies mid or low-correlate to those from physics and chemistry revealing that thinking intelligence is different from the ability of performance on cognition. (5) The questionnaires and their corresponding cognition index in this study are based on the criteria in junior high school stage. The lowest correct and highest wrong answers' percentages emerge in creative thinking questionnaires, however lowest wrong and highest answers' correct percentages are derived from inferential thinking questionnaires. The result indicates that students are lack of creative thinking ability and perform better in inferential thinking.
|
|---|
