| Summary: | 碩士 === 國立臺北教育大學 === 自然科學教育學系 === 107 === With the development of society and technology, science literacy has become increasingly important. Meanwhile, the number of new immigrants in Taiwan has increased in recent years. In order to effectively make policy and determine the teaching direction, it is necessary to explore which factors will have an impact on the scientific literacy of students of new immigrants and native students. This research is based on the data of Taiwanese students stored in the Programme for International Student Assessment (PISA) 2006, PISA 2009, PISA 2012 and PISA 2015 databases. In this paper, descriptive statistics, independent sample t-test and two-factor variance analysis are used to investigate the differences of scientific literacy between the students of new immigrants and native students, under the background of different variables.
Based on the data analysis of database, the results of this research are shown as follows:
1. There is no significant difference of the scientific literacy performance between the students of new immigrants and native students.
2. Gender has no significant influence on the scientific literacy performance of the two groups of students.
3. The language at home has no significant influence on the scientific literacy performance of the two groups of students.
4. The scientific literacy performance of students of new immigrants is gradually and significantly influenced by the index of social, economic, and cultural status.
5. The social, economic, and cultural status has significant influence on the scientific literacy performance of the two groups of students.
6. The scientific literacy performance of students of new immigrants is gradually and significantly influenced by science self-efficacy.
7. The scientific literacy performance of the two groups of students will be significantly influenced due to different scientific self-efficacy.
8. The instrumental motivation in science has no significant influence on the scientific literacy performance of the two groups of students.
9. The influence of degree of interest in science on the scientific literacy performance of the two groups of students is gradually more significant.
10. The scientific literacy of the two grups of students is gradually and significantly influenced by the science activities.
11. The level of awareness of environment issues significantly affects the scientific literacy performance of the two groups of students.
12. The influence of degree of environment optimism on the scientific literacy performance of the two groups of students is gradually more significant.
Finally, based on the above conclusions, this study gives suggestions for current education status and policies so as to provide a reference for the formulation, revision or research of relevant policies in the future.
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