科學多重文本閱讀理解能力之評量發展暨性別差異研究-以核四廠續建與停建爭議題本為例 A Study on the Development of Assessment Tool and Gender Differences in 5th -9th Graders' Scientific Multi-Text Reading Comprehension: A Case Study on the Issue of Whether to Continue the Construction of the Fourth Nuclear Power Plant

本研究主要目的,在發展「科學多重文本閱讀理解評量」,並探討男女學生在科學多重文本閱讀理解能力的表現是否存在性別差異,共計有1535 位5 -9 年級學生參與本研究。首先發展評量之科學題本為「核四廠續建與停建爭議」,包含「提取訊息」、「概化訊 息」、「解釋訊息」以及「整合訊息」四個分評量,共計11 題選擇題及8 題建構題。其次探究5 -9 年級學生其科學多重文本閱讀理解能力是否存在性別差異。分析結果顯示,評分者內之Cronbach's α 值均大於.80 ,表示評分者內一致性尚稱良好。評分者間之Kendall ω 和諧係數值大於.79,p 值小於.001,達顯著相關,顯示評分者間有相同...

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Main Authors: 林小慧 Hsiao-Hui Lin (Author), 曾玉村 Yu-Htsuen Tzeng (Author)
Format: Book
Published: National Changhua University of Education, 2017-08-01T00:00:00Z.
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3rd Floor Main Library

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