| Summary: | 碩士 === 國立彰化師範大學 === 科學教育研究所 === 106 === The natural science curriculum guideline of the 12-year compulsory education indicate the establishment of basic scientific literacy as one of the objectives of the curriculum clearly. This is important topic whether the elementary school teachers have ability to demonstrate scientific literacy and educate students on scientific knowledge and inquiry ability or not. The purpose of this study is to explore the establishment of the science competence of the elementary school teachers and the evaluation of their important items. With the analysis of the content and importance of the items, this paper provides a reference to the educational administration authority for developing a tool to assess the ability of elementary school teachers.
This research adopts the modified Delphi method, amalgamated with the natural science curriculum guideline of the 12-year compulsory education and the PISA 2015 scientific literacy evaluation framework, to discuss the requirements for evaluating the science competence of the elementary school teachers in Taiwan, and to understand what is the importance of the item between the experts and scholars in different fields? A total of 19 experts and scholars participated in the three questionnaire surveys, including 7 science education scholars, 6 science experts, and 6 elementary school science teachers. This study tool uses a self-designed questionnaire “Science competence assessment items of Elementary School Teachers”. Experts and scholars express their opinions on the importance and expression of various assessment items. The researchers gather opinions from experts and scholars and modify the assessment items. After three rounds of questionnaires, they obtain items that approach consensus. Finally, according to the statistical analysis and qualitative data encoding induction, the science competence assessment items with high importance and consistency are obtained.
The results of the study found that using the learning performance of the natural science curriculum guideline was established 22 science competence assessment items and presented two problems in the first round. Firstly, some items covered more than two abilities; secondly, the assessing ability of some items have overlapping nature. Therefore, the second round of questionnaires took 15 science competence projects of the PISA 2015 scientific literacy assessment framework as a competence item to review the learning performance in the curriculum guideline and an additional 4 assessment items not covered were added as a second round of questionnaire. In the second round, there are 19 science competence assessment items in total. Then, in addition to the last 19 items, three extra items were added, and there were a total of 22 items in the third survey.
After the results of the third survey, the opinions of the experts and scholars were using to revised to obtain the three dimensions for a total of 20 science competence assessment items finally. Among them, "Explain phenomena scientifically" is including three subdimensions of "applied knowledge", "knowledge produced" and "influence of knowledge", and a total of six items; "Evaluate and design scientific enquiry" is including two subdimensions of "problem formation" and "method design". The dimension "Interpret data and evidence scientifically" is including three subdimensions of "interpretation data" and "evidence and argumentation". It consists 5 items in total. This study establishes the criteria for the assessment of elementary school teachers’ science competence based on experts and scholars' opinions. It could be used to provides a reference to the educational administration authority for developing an assessment measuring whether the elementary school teachers have the professional knowledge to teach science subject and check the quality of teachers of the national science education.
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