科学能力视角下中学生的科学态度研究
发布时间：2018-07-22 16:02
【摘要】：长期以来,对科学教育的评价,即便是TIMSS和PISA这样的知名国际性评价项目也较多侧重于对学生知识和能力的测评。“能力之上”掩盖了对学生情感态度价值观的考察。从学习者的视角出发,清楚了解学生对科学的态度,即学生是如何看待科学的本质?如何看待科学与其本人生活和社会发展的关系?他们心目中的科学课程与其他课程有什么差异等?是当今科学教育的重要任务。鉴于此,本研究尝试从学生科学能力的视角出发,多层面、多维度地对学生的科学态度进行深入研究。本研究选取上海市某区全体九年级学生(15岁左右)为研究对象(SHS),以PISA2006核心科学能力框架为依据,精心选择、改编PISA样题以构建本研究科学能力测试工具。同时,基于Rasch模型对科学能力测试卷的质量进行分析评估,确保其具有良好的信、效度,在此基础上全面考察学生的科学能力,并对其科学能力水平做出准确评价。本研究同时选用ROSE国际调查问卷为科学态度的研究工具,考察了学生(SHS)对科学的兴趣、对科学技术及学校科学教育的态度、对从事科学相关职业的想法、对环境的关心程度,对学校科学课程的学习热诚,课外科技活动经历体验等现状,并分析了不同性别,尤其不同科学能力水平等级学生的科学态度的差异,初步揭示不同性别学生的科学态度的特点,科学能力与科学态度的关系。本研究主要发现如下：(1)本研究测试学生所表现的科学能力与2009年、2012年PISA测试基本相同,整体水平较高,绝大部分学生都具备最基本的科学能力(水平2及以上)；(2)科学能力不存在统计上的显著性别差异。(3)学生的科学能力水平和科学能力各维度发展并不平衡,学生在识别科学问题、科学地解释现象和运用科学证据这3种能力之间存在统计上的显著差异,其由高到低依次是：运用科学证据的能力、科学地解释现象的能力、识别科学问题的能力。(4)学生对科学的兴趣一般,对不同科学主题的兴趣比较分散,而兴趣倾向与学校科学教育、课外科技活动的经历也有密切关系。(5)学生对于科学具有一定的好奇心与求知欲,对于“未知”、“神秘”、“危险”、“创造性”的科学主题尤为感兴趣,表现出强烈的好奇心和探究欲望。(6)学生在未来工作态度的多个维度中,对自我实现的认可度最高,但由于职业规划教育的缺乏,学生并未能将自我实现与具体的与科技相关职业建立联系,导致学生从事环保工作的意愿和技术制造工作的倾向不高。(7)学生对科学课程的态度整体是积极正确的,充分肯定科学课的价值与用途。此外,学生多数认可科学技术的社会价值,然而,由于9年级学生还处于世界观和价值观的发展形成阶段,科学观和科技价值观还不成熟。本研究还表明,不同性别、不同科学能力水平的学生在对科学的兴趣、对科学技术及学校科学教育的态度、对从事科学相关职业的想法、对环境的关心程度,对学校科学课程的学习热诚,课外科技活动经历体验等存在统计上的显著差异。其中不同科学能力等级水平学生的科学兴趣的均值都随着科学能力水平的提高而增大；学生的科学能力水平越高,对科学课程的价值、知识的用途和学习科学的意愿的认同度也越高。
[Abstract]:For a long time, for the evaluation of science education, even well-known international evaluation projects such as TIMSS and PISA have focused more on the assessment of students' knowledge and ability. "Ability" covers the study of students' attitudes to emotional attitudes. From the perspective of the learners, a clear understanding of the attitude of students to science, that is, how students are How to look at the essence of science? How to look at the relationship between science and its own life and social development? What is the difference between the science curriculum and other courses in their mind? It is an important task in today's science education. In view of this, this study tries to carry out the scientific attitude of students from the perspective of students' scientific ability, multidimensional and multidimensional. This study selected all nine grade students (about 15 years old) in a district of Shanghai as the research object (SHS), based on the framework of PISA2006 core scientific ability, and carefully selected and adapted PISA sample questions to build the test tool for the scientific ability of this research. Meanwhile, the quality of the scientific ability test volume was analyzed and evaluated based on the Rasch model. On the basis of good faith and validity, it examines students' scientific ability and makes an accurate evaluation of their scientific ability. This study also selects the ROSE international questionnaire as a research tool for scientific attitude, examines the interest of students (SHS) on science, attitudes towards science and technology and school science education, and is engaged in science. The idea of related professions, the degree of concern to the environment, the enthusiasm of the school science curriculum, the experience of the experience of extracurricular scientific and technological activities, and the analysis of the differences in the scientific attitude of the students of different sexes, especially different levels of scientific competence, and the preliminary revelation of the characteristics of the scientific attitude of the different students of the same sex, the scientific ability and the scientific attitude. The main findings of this study are as follows: (1) the scientific ability of the students in this study is similar to the PISA test in 2009 and 2012, and the overall level is higher. Most of the students have the most basic scientific ability (Level 2 and above); (2) there is no statistically significant gender difference in scientific ability. (3) the scientific ability of students. The development of the various dimensions of the level and scientific ability is not balanced. There are significant statistical differences between the 3 abilities of identifying scientific problems, scientifically explaining phenomena and applying scientific evidence. From high to low, the ability to use scientific evidence, the ability to explain the phenomenon scientifically, and the ability to identify scientific problems. (4) students to the Department. Interest in learning is general, and interest in different scientific topics is more scattered, and interest tends to be closely related to school science education and the experience of extracurricular scientific and technological activities. (5) students have a certain curiosity and curiosity about science, and are particularly interested in the scientific theme of "unknown", "mysterious", "dangerous" and "creative". There is a strong curiosity and desire for inquiry. (6) students have the highest recognition of self realization among the many dimensions of their working attitude in the future, but because of the lack of vocational planning education, students have not been able to connect themselves with the specific technology related professions and lead to the students' willingness to engage in environmental protection work and the technical manufacturing work. The tendency is not high. (7) the students' attitude to science curriculum is positive and correct, and fully affirms the value and use of science class. In addition, most students recognize the social value of science and technology. However, because the students in Grade 9 are still in the development stage of world outlook and values, the scientific concept and scientific and technological values are not mature. Students of different sexes and different scientific abilities have statistically significant differences in the interest in science, the attitude towards science and technology and school science education, the idea of science related professions, the degree of concern for the environment, the enthusiasm for the school science curriculum and the experience of extracurricular scientific and technological activities. The level of scientific interest increases with the level of scientific ability. The higher the level of students' scientific ability, the higher the value of science curriculum, the use of knowledge and the willingness of learning science.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G633.98
，
本文编号：2137989
[Abstract]:For a long time, for the evaluation of science education, even well-known international evaluation projects such as TIMSS and PISA have focused more on the assessment of students' knowledge and ability. "Ability" covers the study of students' attitudes to emotional attitudes. From the perspective of the learners, a clear understanding of the attitude of students to science, that is, how students are How to look at the essence of science? How to look at the relationship between science and its own life and social development? What is the difference between the science curriculum and other courses in their mind? It is an important task in today's science education. In view of this, this study tries to carry out the scientific attitude of students from the perspective of students' scientific ability, multidimensional and multidimensional. This study selected all nine grade students (about 15 years old) in a district of Shanghai as the research object (SHS), based on the framework of PISA2006 core scientific ability, and carefully selected and adapted PISA sample questions to build the test tool for the scientific ability of this research. Meanwhile, the quality of the scientific ability test volume was analyzed and evaluated based on the Rasch model. On the basis of good faith and validity, it examines students' scientific ability and makes an accurate evaluation of their scientific ability. This study also selects the ROSE international questionnaire as a research tool for scientific attitude, examines the interest of students (SHS) on science, attitudes towards science and technology and school science education, and is engaged in science. The idea of related professions, the degree of concern to the environment, the enthusiasm of the school science curriculum, the experience of the experience of extracurricular scientific and technological activities, and the analysis of the differences in the scientific attitude of the students of different sexes, especially different levels of scientific competence, and the preliminary revelation of the characteristics of the scientific attitude of the different students of the same sex, the scientific ability and the scientific attitude. The main findings of this study are as follows: (1) the scientific ability of the students in this study is similar to the PISA test in 2009 and 2012, and the overall level is higher. Most of the students have the most basic scientific ability (Level 2 and above); (2) there is no statistically significant gender difference in scientific ability. (3) the scientific ability of students. The development of the various dimensions of the level and scientific ability is not balanced. There are significant statistical differences between the 3 abilities of identifying scientific problems, scientifically explaining phenomena and applying scientific evidence. From high to low, the ability to use scientific evidence, the ability to explain the phenomenon scientifically, and the ability to identify scientific problems. (4) students to the Department. Interest in learning is general, and interest in different scientific topics is more scattered, and interest tends to be closely related to school science education and the experience of extracurricular scientific and technological activities. (5) students have a certain curiosity and curiosity about science, and are particularly interested in the scientific theme of "unknown", "mysterious", "dangerous" and "creative". There is a strong curiosity and desire for inquiry. (6) students have the highest recognition of self realization among the many dimensions of their working attitude in the future, but because of the lack of vocational planning education, students have not been able to connect themselves with the specific technology related professions and lead to the students' willingness to engage in environmental protection work and the technical manufacturing work. The tendency is not high. (7) the students' attitude to science curriculum is positive and correct, and fully affirms the value and use of science class. In addition, most students recognize the social value of science and technology. However, because the students in Grade 9 are still in the development stage of world outlook and values, the scientific concept and scientific and technological values are not mature. Students of different sexes and different scientific abilities have statistically significant differences in the interest in science, the attitude towards science and technology and school science education, the idea of science related professions, the degree of concern for the environment, the enthusiasm for the school science curriculum and the experience of extracurricular scientific and technological activities. The level of scientific interest increases with the level of scientific ability. The higher the level of students' scientific ability, the higher the value of science curriculum, the use of knowledge and the willingness of learning science.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G633.98
，
本文编号：2137989
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