TIMSS2003六國國小四年級學生在科學認知領域表現及其相關因素之研究

• Main Author: 張翠萍
• Other Authors: 張美玉
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/03408482788053560442

碩士 === 國立新竹教育大學 === 人資處應用科學系教學碩士班 === 95 === Abstract Based on the data released in TIMSS 2003, this thesis delves into the performance in the science achievement test among the fourth grade students in Singapore, Taiwan, Japan, Hong Kong, England and the United States. Three science cognitive domains, which are the factual knowledge, the conceptual understanding and the reasoning and analysis, are examined accordingly. The t-test and the analysis of variance is adopted to study the impacts of the students’ gender, interests, confidence in science, learning strategy plus the teacher’s gender, professional background and teaching strategy on each of the science cognitive domains. The findings of this study are as follows: 1.The fourth grade students here in Taiwan come out top in the science achievement test, but they don’t do well in reasoning and analysis. 2.The different performance in the science achievement test among the fourth graders from these areas in the cognitive domains are: (1)The fourth graders in Taiwan and Singapore get higher rate of accuracy in factual knowledge whereas those in Hong Kong do a poor job. (2)Taiwan and Singaporean students score the best in conceptual understanding. (3)Those in Japan do a brilliant job in reasoning and analysis. Their counterparts in Hong Kong and the United States score lower. 3.Regarding the variants of the students, their gender, book collections, computer accessibility at home, interests and learning strategy in science affects their performance in factual knowledge and conceptual understanding. Its influence is less impressive in reasoning and analysis. Confidence in science in science affects the performance in factual knowledge, conceptual understanding and reasoning and analysis. 4.Regarding the variants of the teachers, their gender, professional background and teaching strategy has much impact on students’ factual knowledge and conceptual understanding rather than the reasoning and analysis. 5.For the fourth grade students in Taiwan alone, their book collections, computer accessibility at home, ability to design, study, observe and carry out scientific experiments and their teacher’s professional background does in fact influence their performance in all of the three science cognitive domains.