科學想像力圖形測驗之驗證

Validation of the Scientific Imagination Test-Figural

本研究旨在以Rasch模式重新驗證科學想像力圖形測驗（Scientific Imagination Test-Figural, SIT-Figural），以提供內容、結構、類推、本質、解釋、以及外在效度面向的效度證據，並探討科學想像力、心像與不同背景變項（例如性別、年級與學院別）之間的關係。研究對象共616位大學生。本測驗共有A、B、C、D四項作業，每項作業均包含科學想像力歷程中的漫想力、聯想力、奇想力等三個向度，用以測量學生之科學想像力。經以Rasch部分給分模式分析，三向度的測驗具有良好的模式資料適配度。大部分的作業在性別、年級與學院別上並無明顯的差異試題功能（differential item functioning, DIF），且漫想力、聯想力、奇想力之信度分別是.85、.84以及.83，科學想像力與心像能力具有中低度相關。在差異分析上，研究指出科學想像力在性別、年級與學院別上有顯著差異，其中，女學生在科學想像力圖形測驗上的能力表現顯著高於男生，大三學生的科學想像力顯著優於大一與大二學生，人文社會學院與數位設計學院學生的表現比工學院與商管學院的學生好。最後，本研究針對「科學想像力圖形測驗」的發展與應用，提出未來研究之建議。

The present study aimed to validate the Scientific Imagination Test-Figural (SIT-Figural; Wang, Ho, & Cheng, 2016) for undergraduates using Rasch measurement. Furthermore, this study not only provided validating evidence concerning content validity, structural validity, generalizability, substantive validity, interpretation, and external validity (Wolfe & Smith, 2007) but also explored the relationship among scientific imagination, mental imagery, and other background variables (e.g., gender, grade, and college). Quantitative data were collected from 616 participants using the questionnaire, which was extracted from the SIT-Figural model. The SIT-Figural was designed to measure students' scientific imagination through four types of tasks: A, B, C, and D. Additionally, these assignments in the scientific imaginative process comprised three dimensions: brainstorming, association, and transformation/elaboration. The Rasch partial credit model was used to assess the model–data fit; differential item functioning (DIF) analysis was conducted to examine the consistency of the ratings by gender and college. The results of DIF demonstrated that some items in the SIT-Figural showed a significant difference. Moreover, the three dimensions in the SIT-Figural indicated a positive model-data fit. The reliabilities of three subtests were 0.85, 0.84, and 0.83. The correlation coefficients between scientific imagination and mental imagery ranged from low to medium. Furthermore, a significant difference was found between scientific imagination and gender, grade, and college. In terms of scientific imagination, female students performed better than male students. Third-year students displayed better scientific imagination than freshmen and sophomores. Students from the College of Humanities and Social Sciences and the College of Digital Design possessed better abilities than those from the College of Engineering and the College of Business. Finally, suggestions for revising and applying the SIT-Figural were proposed for future research.