國小教師科學模型功能暨建模歷程量表之編製發展與實測分析

Abstract

本研究旨在發展國小教師適用之科學模型功能暨建模歷程量表，並探討其實測結果。首先，研究者經由全國最大之電子布告欄系統批踢踢（PTT）尋找研究對象，分別針對80位及191位臺北縣市之國小教師進行量表的預試和正式施測。預試部分經探索性因素分析及項目分析後顯示此量表具「模型基本功能」、「模型進階功能」及「建模歷程」三因子結構，且各項項目分析皆十分良好。正式施測之驗證性因素分析亦顯示此量表之三因子結構具備良好的模型適配度，且信度之α值高達 .919。實測結果發現國小教師於科學模型功能及建模歷程皆具有正向認同，且在溝通、解釋及模擬三項與教學直接相關之功能有較高認同，但於模型進階功能之認同則略低，值得師資培育單位重視。

The aims of this study are developing Elementary School Teachers` Science Model Functions and Modeling Process Scale and then exploring its test analysis. At first， we selected our participants via the most popular Bulletin Board System in Taiwan—PTT. And then， we pretested and tested the 80 and 191 elementary school teachers in Taipei respectively. The pretest results showed the exploratory factor analysis of this scale was composed of three factors which were “basic model functions”， “advanced model functions” and “modeling process”. The item analyses also showed the items were performing adequately. The confirmatory factor analysis of this three factors scale in test stage showed a proper model fit， and the reliability was found to be very high (α= .919). Finally， the test results indicated elementary school teachers showed positive agreement in the items of model functions and modeling process， especially in the items of “communication”， “explanation” and “simulation” which are related to instruction directly. However， it is worth teacher education to pay more attention that the agreement of advanced model functions is lower than other dimensions.