| Summary: | 碩士 === 國立彰化師範大學 === 科學教育研究所 === 103 === Based on the idea of integrating PISA-type items into school assessment, the purposes of this study were to develop a PISA-type test which is used to assess 9thgraders’ scientific competencies which were defined in PISA2015 framework, and to compare the learning effects of implementation of argumentation-enhanced inquiry instruction and traditional science instruction, including students’ achievement performance and the competence of science literacy defined in the PISA 2015 framework.
The quasi-experimental method was adopted. Two classes of 114 grade 9 students in four similar classes from one school implemented argumentation-enhanced inquiry instruction as the experimental group, and the others did traditional instruction as the control group. The instructional topics contained four units in Nature and Life Technology curriculum, including linear motion, force and motion, work and energy, as well as static electricity and electric circuit. The assessment instruments included school science achievement tests, a PISA test and a PISA-type test. The PISA-type test included 19 units and 44 items. The Cronbach’s of this test was 0.893.The achievement performance and the assessment of the PISA-type test were collected. The data were analyzed through independent-sample t-test and analysis of covariance (ANCOVA).
The results revealed that there was no significant differences between the achievement performance of the experimental group and those of the control group (F = 1.66, p= .20). However, the control group had better performance than the experimental group on the calculation problems sections in the achievement performce (t = -2.09, p &;lt; .05). In addition, the implementation of argumentation-enhanced inquiry teaching for one semester was able to improve students' scientific literacy significantly(t = 3.655, p &;lt; .001),not only in the non-multiple choice questions (t = 3.904, p &;lt; .001) , but also in the multiple choice questions(t = 2.894 , p &;lt; .01).
|
|---|
