職前生物教師的生物探討技能

作者:鄭湧涇、周雪美(國立臺灣師範大學生物系所)

摘要：

本研究發展並效化「生物探討技能調查表」(BISI)，同時並以之研究我國中等學校職前生物教師之生物探討技能的發展狀況。BISI的發展是以「生物探討技能界定」為編製工具之構念依據。工具初稿完成後，經過修訂、試測、再修訂後，進行施測與效化分析。
研究結果顯示，BISI的內部均質性信度(Cronbach α)為0.73，穩定係數為0.71。BISI分數與BSCT、BTCI、UNSI和SAT四項生物教學能力測驗分數之間的相關係數值分別為0.42、 0.41、0.36和0.60。內容效度、同時效度和構念效度的考驗結果均尚稱滿意，結果顯示BISI為一可信、可靠、適切的生物探討技能評測工具。
全體樣本BISI分數的平均數為48.41，標準差為8.08。四個年級樣本之BISI的得分，經變異數分析(ANOVA)的結果顯示，四年級樣本顯著高於其他三個年級樣本(P<0.05)。就各項生物探討技能組成的成就言，四年級樣本之技能組成4的能力（設計實驗）顯著優於其他三個年級樣本；技能組成1的能力（處理和解釋數據）顯著優於二年級樣本。其他三項技能組成的得分，在不同年級之間，則無顯著差異存在。資料分析的結果亦顯示，學業成就較高的學生，生物探討技能成就亦較佳。

《詳全文》

Biology Inquiry Skills of Preservice Biology Teachers

Author: Yeong-Jing Cheng, Hsueh-Mei Chou(Department of Biology, National Taiwan Normal University)

Abstract：

In this study, the Biology Inquiry Skills Inventory (BISI) was developed and validated. The construction of the items was based upon an identified list of five major behavioral components of the Delimitation of Biological Inquiry Skills. The BISI was pilot-tried, revised, and validated by examining the proficiency of biological inquiry skills as possessed by the prospective sec-ondary biology teachers in preservice teacher education program.
The internal consistency reliability of the BISI scores was 0.73. The coefficient of stability was 0.71. The correlation coefficients between BISI and BSCT, BTCI, UNSI, and SAT scores were 0.42, 0.41, 0.36, and 0.60 respectively. Further analysis of data had provided satisfactory support of the content, concurrent, and construct validity of the BISI.
The mean and the standard deviation of the BISI scores for the entire subjects were 48.41 and 8.08. The results of oneway ANOVA showed that a statistically significant difference was found in BISI scores among the subjects of the four grade levels. Subsequent multiple-range test revealed that the senior subjects scored significantly higher in both BISI and skill component 4 (design experiment) than the subjects of the other three grade levels (p<0.05). It was also found that the seniors scored significantly higher in skill component 1 (process and in-terpret data) than the sophomores (p<0.05). No statistically significant differences in the scores of the other three skill components among the subjects of the four grade levels. Further data analysis indicated that the subjects with higher academic achievement scored significant better than those with lower achievement.