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研究生: 林蓓伶
Lin Pei-Ling
論文名稱: 媒體中大眾科學素養問卷之研發與初探
Development and Exploration of an Instrument for Assessing Civic Scientific Literacy in Media (SLiM)
指導教授: 張俊彥
Chang, Chun-Yen
學位類別: 碩士
Master
系所名稱: 地球科學系
Department of Earth Sciences
論文出版年: 2010
畢業學年度: 98
語文別: 英文
論文頁數: 93
中文關鍵詞: 科學素養媒體教科書
英文關鍵詞: Scientific literacy, Media, Textbook
論文種類: 學術論文
相關次數: 點閱:171下載:39
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  • 本研究試圖結合專家(中學課程)及大眾媒體觀點(科學新聞),由一嶄新的面向去定義與評測大眾科學素養。根據九年一貫自然與生活科技教科書末索引的重要科學名詞,利用電腦自動搜尋與詞彙抽取技術,來比對新聞中出現頻率較高之科學詞彙,最後共篩選出95個科學主要詞彙及伴隨詞彙,輔以科學新聞所關注之內容研發量表50題試題,涵蓋含生物領域(45.26%,22題)、地球科學領域(37.9%,19題)、物理領域(11.58%,6題)、化學領域(5.26%,3題)。本研究共有來自國中、高中及大學計1034位學生參與。研究結果顯示:(1) 在台灣的媒體及教科書當中,生物相關的科學詞彙出現率最高,接著依序是地球科學、物理、化學相關領域之詞彙。(2)在此大眾科學素養量表(SLiM)的表現上,男生(M=33.93, SD=7.48)較女生好(M=31.69, SD=7.41) (t=4.24, p=0.000<0.05)。(3)高中生(Mean=37.4, SD=4.1)的SLiM表現顯著好於大學生(Mean = 32.8,SD=5.5)及國中生(Mean = 27.2  8.4)。(4)低媒體使用量之受試者(Mean = 30.8, SD= 6.42)的SLiM表現皆顯著低於中媒體使用量(Mean = 33.2, SD=7.3)及高媒體使用量(Mean = 34.1, SD=8.19)的受試者,但在中媒體使用量及高媒體使用量間沒有顯著差異。(5) 有科學偏好的受試者(M=34.47,SD=7.11)相較於沒有科學偏好的受試者(M=31.83, SD=7.57)在SLiM的表現上明顯較好(t=4.7, p=0.000<0.05)。

    The purpose of this study was to develop a new research tool, which combines the views of experts and the general public, for assessing scientific literacy in media (SLiM). A total of 50 multiple-choice items were developed based on the 95 most common scientific terms derived from textbook index(es) and appearing in media, and covering the subjects of biology (45.26%, 22 items), earth science (37.90%, 19 items), physics (11.58%, 6 items) and chemistry (5.26%, 3 items) in Taiwan. A total of 1034 students from three distinct groups (7th graders, 10th graders and undergraduates) were invited to participate in this study. The reliability of this instrument was 0.86 (KR20). The average difficulty of the SLiM ranged from 0.19 to 0.91, and the discrimination power was 0.1 to 0.59. Our study found that the scientific terms related to biology showed the highest exposure (45.26%) in news and textbooks; the terms related to earth science were second (37.9%), and the terms related to Physics and Chemistry accounted for 11.58% and 5.26% respectively. Results of the SLiM study revealed that: (1) The male group (M=33.93, SD=7.48) received higher SLiM scores than the female group (M=31.69, SD=7.41) (t=4.24, p=0.000<0.05). (2) The 10th graders (Mean = 37.4, SD=4.1) performed better than undergraduates (Mean = 32.8, SD= 5.5) and 7th graders (Mean = 27.2, SD=8.4) with significant differences (p<0.05). (3) There existed significant difference between the low media usage group (Mean = 30.8, SD=6.42), the high media usage group (Mean = 34.1, SD=8.19) and middle media group (Mean = 33.2, SD=7.3). However, the high media usage group and middle media group were not significantly different in their performance on SLiM. (4) The science preference group (M=34.47, SD=7.11) scored higher than the non science preference group (M=31.83, SD=7.57) (t=4.7, p=0.000<0.05). Implications from the current SLiM study are finally discussed.

    Chapter1 Introduction 1 1-1. Background 1 1-2. Purpose of the Study 3 1-3. Importance of the Study 4 1-4. Definition of Terms 5 Chapter 2. Literature Review 6 2-1 The Aspects of Scientific Literacy 6 2-1-1 The Important of Scientific Literacy 6 2-1-2 Scientific Literacy as the Comprehension of Scientific and Technology Concepts and Terms 8 2-1-3 Scientific Literacy as the Ability to use Scientific and Technological Knowledge in Daily life, and Understanding the Interaction between Science, Technology and Society 10 2-1-4 Scientific literacy in Terms of Understanding the Nature of Science 12 2-2 The Measure and Influential Factor of Scientific Literacy. 14 2-2-1 The Role of Mass Media in the Public Understanding of Science. 14 2-1-2 Measuring Scientific Literacy in Media (SLiM) 16 2-1-3 The Influential Factor of SLiM 19 Chapter 3. Methodology 21 3-1 Instrument Development 21 3-1-1 Term Extraction 21 3-1-2 Item Development 25 3-1-3 Validity -Expert Review of Items 28 3-1-4 Reliability 28 3-1-5 Individual background 29 3-2 Participants 30 3-3 Data Analysis 31 3-4 Research Procedure 34 Chapter 4 Results 36 4-1 The Reliability, Difficulty and Discrimination Power of SLiM. 36 4-1-1 Reliability 36 4-1-2 Item Difficulty and Discrimination Power 37 4-2 The Most Common Scientific Terms Presented Both in Taiwanese News Media and Textbooks 39 4-3 The Analysis Results and Possible Influent Factors of SLiM. 45 4-3-1 Gender 45 4-3-2 School Level 47 4-3-3 Media Usage 49 4-3-4 Science Preference 51 Chapter 5 Discussion & Conclusion 53 5-1 The Quality and Future Implication of SLiM 53 5-2 The Most Common Scientific Terms Presented both in Taiwanese News Media and Textbooks 54 5-3 The Difference in Participant’s SLiM Performance between Different Gender 56 5-4 The Difference in Participant’s SLiM Performance among Different School Level 59 5-5 The Impact of Media Usage on Participant’s SLiM Performance 61 5-6 The Impact of Science Preference and Non Science Preference on Participant’s SLiM Performance 62 References 64 Appendix I: 71 Appendix II: 84

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