题名

從PISA科學素養評核框架及評核模式之轉變審視澳門學生科學素養的性別差異趨勢

并列篇名

Analysis of Trend of Gender Difference in Scientific Literacy of Macao Students through Examination of the Changes of PISA Science Assessment Framework and Mode of Assessment

作者

麥瑞琪(Soi-kei Mak)；張國祥(Kwok-cheung Cheung)；楊文佳(Man-kai Ieong)；薛寶嫦(Pou-seong Sit)

关键词

PISA ； 性別差異 ； 科學素養 ； 測試模式 ； 閱讀素養 ； gender difference ； mode of assessment ； PISA ； reading literacy ； scientific literacy

期刊名称

測驗學刊

卷期/出版年月

66卷3期（2019 / 09 / 01）

页次

249 - 284

内容语文

繁體中文
中文摘要

本研究旨在分析參加經濟合作暨發展組織（OECD）倡議之2015國際學生能力評量計畫（PISA）的澳門15歲學生在科學素養之性別差異。有別於那些高素養表現的東亞國家或經濟體，澳門女生於PISA 2015的科學素養表現顯著優於男生，此顯示女生逐步扭轉過去數輪測試中科學素養的性別差異劣勢，並開始超越男生。為深入了解澳門學生的科學素養性別差異，本研究嘗試從三個視角探討澳門學生科學素養的性別差異發展趨勢：（1）從國際比較角度分析澳門在PISA科學素養表現情況；（2）從本地角度比較澳門男女生在2006與2015兩次科學素養測試的表現差異，重點分析高、中、低表現水準學生在科學素養各個子能力的性別差異；（3）從PISA科學素養評核框架及評核模式改變角度，了解其對學生科學素養的性別差異影響，重點分析閱讀素養對性別差異的關鍵性影響。研究結果揭示澳門女生在過去十年科學素養表現從弱勢得以逆轉而優於男生的原因，並知悉此結果不僅具有質性與量化雙結合之研究內在效度，同時亦具備研究結果往外引申的外在效度，即澳門研究結果亦適用於所有性別差異趨勢與澳門雷同的國家或經濟體。
英文摘要

This study seeks to analyze patterns of gender difference in scientific literacy of Macao's 15- year-old students participating in Programme for International Student Assessment (PISA) 2015 Study, organized by Organization for Economic Co-operation and Development (OECD). Unlike a number of high-performing countries or economies in the East Asian region, comparing between PISA 2015 and past cycles of PISA scientific literacy assessment, Macao's females reverted the inferior trend and started to outperform males in scientific literacy performance. This study attempts to investigate Macao's trend of gender difference in scientific literacy from three vantage points: (1) Analyze Macao students' scientific literacy performance from international comparative education perspective; (2) Compare Macao students' scientific literacy performance in PISA 2006 and PISA 2015 from the local education system perspective, focusing on gender difference in the performance of the high-, medium- and low-performing students on the various subscales of scientific literacy; (3) Analyze gender difference in scientific literacy performance in terms of the conceptual change of PISA assessment framework and the operational change of mode of assessment, paying particular attention on the effect of student reading literacy on gender difference in scientific literacy. This study uncovers the reason behind why Macao's females in a decade's time were able to revert the inferior trend and started to outperform males in scientific literacy. This study not only possesses internal research validity, but also external research validity signifying that Macao's findings are also applicable to all other participating countries/economies exhibiting similar trend of gender difference in scientific literacy as Macao's.
主题分类 社會科學 > 心理學
社會科學 > 教育學
参考文献
  1. 余民寧,翁雅芸,張靜軒(2018)。數理科學的學習動機有性別差異嗎？一個來自後設分析的證據。當代教育研究季刊，26(1)，45-75。
    連結：
  2. 楊文佳,薛寶嫦,麥瑞琪,張國祥(2016)。透過 log 數據探析澳門學生的問題解決行為：以 PISA2012 的公開題為例。測驗學刊，63(3)，153-178。
    連結：
  3. 蔡佩穎,張文華,林陳涌,張惠博(2013)。不同性別七年級學生論證科學新聞之學習效益。科學教育學刊，21(4)，455-481。
    連結：
  4. 簡晉龍,任宗浩(2011)。邁向科學之路？臺灣中學生性別對科學生涯選擇意向之影響。科學教育學刊，19(5)，461-481。
    連結：
  5. Anderson, J. O.,Lin, H. S.,Treagust, D. F.,Ross, S. P.,Yore, L. D.(2007).Using large-scale assessment datasets for research in science and mathematics education: Pro-gramme for international student assessment (PISA).International Journal of Science and Mathematics Education,5,591-614.
  6. Balfanz, R. L.,Herzog, L.,Mac Iver, D. J.(2007).Preventing student disengagement and keeping students on the graduation path in urban middle-grades schools: Early identi-fication and effective interventions.Educational Psychologist,42(4),223-235.
  7. Barnea, N.,Dori, Y. J.(1999).High-school chemistry students’ performance and gender differences in a computerized molecular modeling learning environment.Journal of Science Education and Technology,8(4),257-271.
  8. Bell, P.,Linn, M. C.(2000).Scientific arguments as learning artifacts: Designing for learning from the web with KIE.International Journal of Science Education,22(8),797-817.
  9. Brand, B. R.,Moore, S. J.(2011).Enhancing teachers’ application of inquiry-based stra-tegies using a constructivist sociocultural professional development model.Interna-tional Journal of Science Education,33,889-913.
  10. Brotman, J. S.,Moore, F. M.(2008).Girl and science: A review of four themes in science education literature.Journal of Research in Science Teaching,45(9),971-1002.
  11. Burkam, D. T.,Lee, V. E.,Smerdon, B. A.(1997).Gender and science learning early in high school: Subject matter and laboratory experiences.American Educational Re-search Journal,34,297-331.
  12. Catsambis, S.(1995).Gender, race, ethnicity, and science education in the middle grades.Journal of Research in Science Teaching,32(3),243-257.
  13. Cavallo, A. M. L.,Laubach, T. A.(2001).Students’ science perceptions and enrollment decisions in different learning cycle classrooms.Journal of Research in Science Tea-ching,38,1029-1062.
  14. Cheung, K. C.,Sit, P. S.,Mak, S. K.,Ieong, M. K.(2016).Macao-PISA 2015 Report: Assessment of scientific, reading and mathematical literacy performance of 15-year-old students from an international comparison perspective.Macao:Educational Tes-ting and Assessment Research Centre, University of Macau.
  15. Cook, L. K.,Mayer, R. E.(1988).Teaching readers about the structure of scientific text.Journal of Educational Psychology,80(4),448-456.
  16. Doidge, N.(2007).The brain that changes itself: Stories of personal triumph from the fron-tiers of brain science.New York, NY:Penguin.
  17. Driver, R.,Newton, P.,Osborne, J.(2000).Establishing the norms of scientific argumen-tation in classrooms.Science Education,84(3),287-312.
  18. Duschl, R.(2008).Science education in three-part harmony: Balancing conceptual, episte-mic, and social learning goals.Review of Research in Education,32,268-291.
  19. Dymock, S.(2005).Teaching expository text structure awareness.The Reading Teacher,59(2),177-181.
  20. Education Review Office(2007).Boys’ education: Good practice in secondary school.
  21. Erikson, R.,Goldthorpe, J. H.,Jackson, M.,Yaish, M.,Cox., D. R.(2005).On class dif-ferentials in educational attainment.Proceedings of the National Academy of Scien-ces,102(27),9730-9733.
  22. Heard, P. F.,Divall, S. A.,Johnson, S. D.(2000).Can ‘ears-on’ help hands-on science learning- for girls and boys?.International Journal of Science Education,22,1133-1146.
  23. Hershkovitz, A.,Nachmias, R.(2008).Developing a log-based motivation measuring tool.Proceedings of the First International Conference on Educational Data Mining,Montreal, Canada:
  24. Jones, M. G.,Howe, A.,Rua, M. J.(2000).Gender differences in students’ experiences, interest, and attitudes toward science and scientists.Science Education,84(2),180-192.
  25. Kwon, H.(2016).Effect of middle school students’ motivation to learn technology on their attitudes toward engineering.Eurasia Journal of Mathematics, Science and Technol-ogy Education,12(9),2281-2294.
  26. Lee, V. E.,Burkam, D. T.(1996).Gender differences in middle grade science achie-vement: Subject domain, ability level, and course emphasis.Science Education,80,613-650.
  27. Lee, Y. J.(2015).Analyzing log files to predict students’ problem solving performance in a computer-based physics tutor.Educational Technology & Society,18,225-236.
  28. Magno, C.(Ed.),David, A.(Ed.)(2018).Philippine and Global Perspectives on Educational Assessment.Philippines:Philippine Educational Measurement and Evaluation Association.
  29. Medina, J.(2008).Brain rules: 12 principles for surviving and thriving at work, home and school.Seattle, WA:Pear Press.
  30. Moir, A.,Jessel, D.(1993).Brain sex: The real difference between men & women.UK:Penguin Books.
  31. Murphy, P.(Ed.)(1999).Learners, learning and assessment.London, UK:Paul Chapman Publishing and Open University.
  32. National Literacy Trust. (2017). Reading champions. Retrieved from https://literacytrust.org.uk/resources/reading-champions/
  33. National Literacy Trust. (2012). Boys’ reading commission. Retrieved from https://literac- ytrust.org.uk/policy-and-campaigns/all-party-parliamentary-group-literacy/boys-reading-commission/
  34. Neuschmidt, O.,Barth, J.,Hastedt, D.(2008).Trends in gender differences in mathemat-ics and science (TIMSS 1995-2003).Studies in Educational Evaluation,34,56-72.
  35. Norris, S. P.,Phillips, L. M.(1994).Interpreting pragmatic meaning when reading popu-lar reports of science.Journal of Research in Science Teaching,31(9),947-967.
  36. Oreopoulos, P.(2007).Do dropouts drop out too soon? Wealth, health and happiness from compulsory schooling.Journal of Public Economics,91(11-12),2213-2229.
  37. Organization for Economic Co-operation and Development=OECD(2016).PISA 2015 Assessment and analytical framework: Science, reading, mathematics and financial literacy.Paris, France:Author.
  38. Organization for Economic Co-operation and Development=OECD(2007).PISA 2006 (Volume II: Data).Paris, France:Author.
  39. Organization for Economic Co-operation and Development=OECD(2016).PISA 2015 results (Volume I): Excellence and equity in education.Paris, France:Author.
  40. Organization for Economic Co-operation and Development=OECD(2017).PISA 2015 technical report.Paris, France:Author.
  41. Organization for Economic Co-operation and Development=OECD(2006).Assessing scientific, reading and mathematical literacy: A framework for PISA 2006.Paris, France:Author.
  42. Organization for Economic Co-operation and Development=OECD(2013).OECD skills outlook 2013: First results from the survey of adult skills.Paris, France:Author.
  43. Organization for Economic Co-operation and Development=OECD(2007).PISA 2006 science competencies for tomorrow's world (Volume I: Analysis).Paris, France:Auth-or.
  44. Organization for Economic Co-operation and Development=OECD(2015).The ABC of gender equality in education: Aptitude, behaviour, confidence.Paris, France:Author.
  45. Organization for Economic Co-operation and Development=OECD(2010).The high cost of low educational performance: The long-run economic impact of improving PISA outcomes.Paris, France:Author.
  46. Organization for Economic Co-operation and Development=OECD(2010).PISA 2009 Results (Volume III): Learning to learn- Student engagement, strategies and practices.Paris, France:Author.
  47. Rose, H.,Betts, J. R.(2004).The effect of high school courses on earnings.The Review of Economics and Statistics,86(2),497-513.
  48. Rumberger, R. W.(2011).Why students drop out of high school and what can be done about it.Cambridge, MA:Harvard University Press.
  49. Rychen, D. S.,Salganik, L. H.(2001).Defining and selecting key competencies.Göttingen, Germany:Hogrefe & Huber.
  50. Saul, E. W.(Ed.)(2004).Crossing borders in literacy and science instruction: Perspectives in theory and practice.Newark, DE:In-ternational Reading Association/ National Science Teachers Association.
  51. Sax, L.(2007).Boys adrift: The five factors driving the growing epidemic of unmotivated boys and underachieving young men.New York, NY:Basic Books.
  52. Standing Committee on Education and Training, House of Representatives, Australia, Par-liament(2002).Boys: getting it right: report on the inquiry into the education of boys.Canberra, A.C.T.:Parliament of the Commonwealth of Australia.
  53. Thier, M.,Daviss, B.(2002).The new science literacy: Using language skills to help stu-dents learn science.Portsmouth, NH:Heinemann.
  54. Yip, D. Y.,Chiu, M. M.,Ho, E. S. C.(2004).Hong Kong student achievement in OECD-PISA study: Gender differences in science content, literacy skills, and test item for-mats.International Journal of Science and Mathematics Education,2,91-106.
  55. Yore, L. D.,Pimm, D.,Tuan, H. L.(2007).The literacy component of mathematical and scientific literacy.International Journal of Science and Mathematics Education,5,559-589.
  56. Zhou, Y.,Fan, X.,Wei, X.,Tai, R. H.(2017).Gender gap among high achievers in math and implications for STEM pipeline.The Asia-Pacific Education Researcher,26(5),259-269.
  57. Zohar, A.(2006).Connected knowledge in science and mathematics education.Interna-tional Journal of Science Education,28(13),1579-1599.
  58. 林煥祥,劉聖忠,林素微,李暉(2008)。行政院國家科學委員會專題研究成果報告行政院國家科學委員會專題研究成果報告,行政院國家科學委員會。
  59. 林曉芳(2009)。影響中學生科學素養差異之探討：以臺灣、日本、南韓和香港在 PISA 2006 資料為例。教育研究與發展期刊，5(4)，77-108。
  60. 孫雲曉（編）,李文道（編）,趙霞（編）(2011).男孩危機.香港:三聯.
  61. 陸真,沈書君(2012)。科學素養培養中男女生表現差異性的分析基於 PISA 科學素養測評的研究與思考。外國中小學教育，3，20-25。
print cancel