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研究生:郭慧玲
論文名稱:探討量化素養的意涵與評量中學生量化素養工具之開發
指導教授:譚克平譚克平引用關係
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:科學教育研究所
學門:教育學門
學類:特殊教育學類
論文種類:學術論文
論文出版年:2003
畢業學年度:91
語文別:中文
論文頁數:143
中文關鍵詞:量化素養
外文關鍵詞:quantitative literacy
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本研究的主要目的是透過國外量化素養的文獻探討後,試著發展出一套適合
評量我國中學生量化素養的工具,在工具效化的階段,初步以410位台北地區的高一學生為施測對象。本研究進行的方式是,先採用內容分析法對國外量化素養之相關文獻作探討,再透過一份自編的評量量化素養工具與一份學生背景相關問卷蒐集資料,並進行量的分析,以下是本研究主要的發現:
一、 透過文獻探討得知量化素養的意涵為個人能合理地應用量化技能,去處理或解決日常生活中與量有關的問題,而大多數學者認為所應包含的量化技能有解釋資料、估算、測量和解決日常生活中不確定性的問題。
二、 本研究透過量化素養的相關文獻探討後,以四個面向來設計評量中學生的量
化素養的工具(分別為量化素養中量化技能、量化素養中能力指標、量化素養
中實踐情境和以不同方式呈現量化素養的題目)。本研究樣本的中學生,在量
化技能中的解釋資料方面表現最好,而在估算方面表現較差;在能力指標中
的量化資料詮釋上表現最好,表現較差是在量化資料的產生;在衣食住行育
樂五個實踐量化素養的情境中,學生在衣方面表現最優,在行方面則表現較
不理想;最後,在以文字、圖形和表格三種方式呈現量化素養的題目時,中
學生在表格和圖形方面都表現不錯,而在文字方面表現較差一點。
三、 在進行量化素養工具的施測過程中有些特別的發現。首先,是在施測時間
方面,由於量化素養的評量並非測驗學生的作答速度,所以試題之數量要配
合作答的時間,才不會使學生的答題表現受到影響;再者,是在設計量化素
養的題目時,一定要留意編寫題目的情境是否是中學生在日常生活中常遇到
的情形,需讓學生在答題時有身歷其境的感覺,這才符合量化素養的基本精
神;最後,還有一點發現就是,若要更進一步瞭解中學生的量化素養,除了
紙筆測驗外,還可再加上一些實作評量的試題,或將題目設計成兩階段式評
量,可瞭解學生選擇該選項的原因。
四、由學生的背景相關問卷與量化素養的答題表現發現,愈認為學習數學是很容
易的學生,他們在量化素養題本中的表現反而偏低,與部分國外學者的觀點
一致,數學不好並不代表就不具有量化素養。
五、本研究除了探討整體中學生在量化素養四個面向的答題表現外,亦從學生的
性別深入分析,結果發現男女生在量化素養各方面的表現上,大多沒有顯著
差異,除了量化素養的能力指標「能透過估算的方法產生量化資料」外,
程度相當的男女生在該量化素養的能力指標之表現有顯著差異。此結果與
國外的量化素養文獻有些不同,因為量化素養是一般大眾都應具備的基本能
力之一,理論上來說,不會因性別不同而有能力上的差別,就像閱讀和書寫
的能力,並不會因為男女而有所不同。
There are two purposes of this research. The first is to define the meaning of quantitative literacy and the second is to develop the most suitable instrument to assess high school students’ quantitative literacy in our country. On the validity of instrument stage, initially there are 410 high school students involved in this research. They are all chosen from senior high schools in Taipei . After I went through the foreign literature on this subject by content analysis, information gathered from the research include students’ performance in quantitative literacy and questionnaires of students’ background. On this study, quantitative analysis is the primary means for data analysis. On the following are the results we get from this research.
1. Quantitative literacy empowers people to use quantitative skills to solve and handle quantitative problems they meet on their daily life. Most scholars are of the view that quantitative skills should include data interpretation, estimation, measurement and uncertainty.
2. There are four aspects of designing the quantitative literacy instrument---the quantitative skills, indicators, practice contexts of quantitative literacy and different ways to present quantitative literacy problems. Students chosen on this research receive the highest grade on data interpretation; otherwise they get the lowest one in calculation. In addition, students do the best on data explanation and show the worst on data generation. In the topic of practice contexts, students perform well on clothing and do the worst on transportation. And the last but not the least, we can not recognize much difference from their performance on words, graphs, and tables.
3. After researching the instrument of quantitative literacy, I obtain some critical findings. Because of not assessing students’ speed of answering questions, the quantity of questions should not be many. It is not expected to affect students’ performance of quantitative literacy, when they are on test. Moreover, when questions of quantitative literacy are being created, we have to pay much attention to the questions we make. The questions should be the living examples. When students are on test, they’ll experience like they are on daily life. . Except the paper-and-pen tests, we can also add some questions of further performance assessment. if we want to further understand the quantitative literacy of high school student. Or we also can realize why they choose this or that answer, if they take the two-tier test.
4 According to the results of students’ performance in quantitative literacy and
questionnaires of students’ background, some discoveries are made. The more
easily students learn mathematics, the lower grades they’ll get on the performance
of quantitative literacy. That’s the same conclusion with some foreign professors.
People who does not perform well on math may have better performance on
quantitative literacy.
5. Finally, boys and girls only had difference in one of quantitative literacy
indicators: “use estimating techniques to generate data”. Boys’ performance is
better than girls’. This result is not as the same as some foreign literature. They
think quantitative literacy is one of basic skills everyone must have. Generally,
there is no difference between boys and girls in quantitative literacy, just like
reading and writing.
第壹章 緒論………………….…………………1
第一節 研究動機…………….……………………………1
第二節 研究目的………….………………………………4
第三節 研究問題………….………………………………5
第四節 名詞界定………….………………………………5
第五節 研究範圍與限制….………………………………6
第貳章 文獻探討……….………………………8
第一節 量化素養的簡史…….……………………………8
第二節 量化素養的重要性…..………………….………10
第三節 量化素養的意涵……..………………….………15
第四節 量化素養中所應具備的技能………...…………24
第五節 量化素養在我國之可行性……………...………27
第參章 研究方法………………………...……31
第一節 研究設計…………………………………...……31
第二節 研究對象……………………………………...…32
第三節 研究工具開發之過程………………………...…33
第四節 研究步驟與過程………………………...………41
第五節 資料處理………………………………...………42
第肆章 資料分析………………………...……45
第一節 評估評量中學生量化素養的工具之合宜性.…..46
第二節 量化素養題本與問卷之基本分析………...……44
第三節 量化素養之整體分析………………………...…49
第四節 量化素養中量化技能之分析………………...…56
第五節 量化素養中能力指標之分析………………...…67
第六節 量化素養中實踐情境之分析………………...…97
第七節 量化素養中以不同方式呈現題目之分析….…104
第伍章 結論與建議……………………….…109
第一節 結論……………………………………….……109
第二節 建議………………………………………..……111
參考文獻…………………………………….…118
中文部分…………………………………………….……118
英文部分…………………………………………….……119
附錄………………………………………….…124
附錄一國外學者之回信……………………………….…124
附錄二評量中學生量化素養之題本………………….…129
附錄三中學生對於量化素養中量化技能之問卷…….…142
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