The Study of Achievements of Eighth-grade Students on the Third International Mathematics and Science Study-Repeat (TIMSS-R) Through the Junior-high-school Textbooks in Taiwan: Physics, Scientific Inquiry and the Nature of Science and Earth Science Items.

• Main Authors: I-Cheng Chang, 張一誠
• Other Authors: Tein-Ying Lee
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/81782136089882371757

碩士 === 國立臺灣師範大學 === 科學教育研究所 === 90 === The field test and the main survey of the TIMSS-R were conducted in April 1998 and May 1999 respectively in Taiwan. The eighth-graders who participated in field test and main survey had textbooks of different editions. This study analyzed students’ performance in TIMSS-R through the textbooks. There were 46 items identified from both tests in which included 24 Physics items, 12 Scientific Inquiry and the Nature of Science items and 10 Earth Science items. The concepts of these test items and the related contents and pages in each textbook were analyzed. The result of the content analysis were validated by 17 experienced junior high school science teachers. The difficulty and the selections of each distracters of multiple choice items and the ratio of each code of non-multiple choice items were compared between two tests. The results of item analysis and the related concepts covered in Junior-high-school textbooks were discussed. The results revealed that there were 20 items in which students'' achievements related to the textbooks, and all of the ''Optics'' items in Physics were included. There were 24 items in which students'' achievements had not been found significantly related to textbooks and most of the ''Forces and Motion'' items in Physics were included. For some items, the concepts may be easy for students or can be found in daily lives or outside class. Although students didn''t learn these concepts from textbooks, they showed good performances on these items. Based on the findings, revised the writing styles of some contents in textbooks and rearrange the sequence of some contents to help students understand better are suggested.