| dc.contributor | 教育學系 | zh_Tw |
| dc.creator (作者) | 余民寧 | zh_TW |
| dc.date (日期) | 2013 | en_US |
| dc.date.accessioned | 8-Dec-2017 14:49:57 (UTC+8) | - |
| dc.date.available | 8-Dec-2017 14:49:57 (UTC+8) | - |
| dc.date.issued (上傳時間) | 8-Dec-2017 14:49:57 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/115077 | - |
| dc.description.abstract (摘要) | 為求教育部所提倡的學生適性適才，縮小科學教育在兩性之間所產生的差距，本研究有兩個主要執行方向：一為後設分析；二為次級資料分析。第一年後設分析研究目的為釐清數理科目是否具有「男強女弱」的現象，整體來說，兩性學生在數理學業成就上有顯著差異，而且以女生優於男生。第二年後設分析以兩性在數理學科的學習態度、興趣與動機差異為研究重點，研究發現，兩性學生數理學科的學習態度、興趣與動機均有顯著差異，呈現男生高於女生的現象，且隨著年齡增加，此差距逐漸擴大，但僅在國小階段，性別差異未達統計顯著。第三年除了透過後設分析進行兩性學生在數理學科自我效能之性別差異檢驗外，更利用TIMSS近三波釋出之數據，進行次級資料分析，以社會認知生涯理論（SCCT）為模型，探討影響我國學生科學相關職業選擇之因素。男學生數理學科自我效能顯著高於女學生，但於高中職與大學階段其差異則未達統計顯著。而模型檢驗方面，則發現「學習成就→自我效能→有用性→選擇科學職業意圖」為引導學生從事數學科學職業之最佳途徑。值得注意的是，學習興趣對職業選擇的影響，無論性別或學科（數學或科學）皆逐漸減弱。 | zh_TW |
| dc.description.abstract (摘要) | With the goal of providing gender equity in science education and to shorten the gender gap on science education, the current study operates within two major aspects: First, accomplish a meta-analyses of the existing researchers; second, use the secondary data analysis in the data gathered from the meta-analyses. During the first year, the study was hoping to clarify whether there was a “male stronger than female“ phenomenon in the subject of Mathematics and Science. Overall, there was a significant gender difference in the subject of Mathematics and Science; however it was shown that a small effect size existed with female students scored higher than male 1 students. The second year, the meta-analysis is conducted to explore the gender differences in the students‘ learning motivation, attitude and interest, and the results showed that there existed a significant differences between male and female students, with male students having higher learning motivation, attitude and interest than female students. In addition to the elementary school stage, when the students grew up, the gap of gender differences increased. The third year, apart from meta-analysis, the secondary data analysis of TIMSS 2011 dataset was used to investigate the gender differences based on the model of social cognitive career theory (SCCT). The meta-analysis showed the male students’ self-efficiency were significantly higher than female students in the subject of Mathematics and Science. And the best path of career choice, such as “academic achievement →self-efficiency→usefulness→chose science/math career ambition”, was confirmed by this model. There was a best notice by this finding, the effect of learning interest on the career choice was decreasing. | en_US |
| dc.relation (關聯) | 執行起迄：2013/08/01~2016/07/31 | zh_TW |
| dc.relation (關聯) | 102-2629-S-004-001-MY3 | zh_TW |
| dc.subject (關鍵詞) | 性別;後設分析;次級資料分析 | zh_TW |
| dc.subject (關鍵詞) | gender; meta-analysis; secondary data analysis | en_US |
| dc.title (題名) | 「情境脈絡」隱藏通往科學成功的階梯：探索兩性族群的科學教育學習之差異與歷程 | _TW |
| dc.title (題名) | “Situational Contexts” Hiding a Ladder to Success: Exploration of the Gender Difference and Process on Science Education | - |
| dc.type (資料類型) | report | - |
