「國小教師數學教學知識（MPCK）知覺量表」發展之探究

Developing a Perception Instrument of Mathematics Pedagogical Content Knowledge for Elementary School Teachers

本研究旨在建構「國小教師數學教學知識（MPCK）知覺量表」，並將建構之量表進行抽樣調查，以驗證、分析量表具有良好之信、效度。研究共分三階段進行：第一階段，文獻整合與分析，建立量表之面向與各面向之題項內涵初稿；第二階段，邀請專家進行焦點座談，修正量表內容；第三階段，將量表製作成預試問卷，以立意取樣進行預試施測，回收有效樣本131份，經項目分析、探索性因素分析檢驗、修訂，保留知覺量表共17題，再將修訂之量表進行正式問卷施測，回收有效樣本194份，再以結構方程模式進行驗證性因素分析，檢驗量表的構念效度。研究結果顯示，本研究所建構之量表的測量模式與觀察資料適配度大致良好；該量表整體信度（Cronbach’salpha值）為.919，各分量表的信度介於.644～.837之間，具有良好的信度與效度。

The aim of this study was to construct perception instrument of Mathematics Pedagogical Content Knowledge (MPCK) for elementary school teachers and then test in the validity and reliability through a questionnaire. The process consisted of three stages. First， the researcher reviewed a wide range of literature related to PCK to compile factors associated with the MPCK. Secondly， seven experts were assembled for a focus group to examine the factors and the items of each factor. Two other experts evaluated the questionnaire for content validity before drafting a preliminary version of the questionnaire. Finally， the revised version was trial-tested and revised as the final version to test the indicators. The proposed questionnaire was found to have acceptable reliability and validity.