運用PISA科學素養評量架構探討國中生物教科書中問題的特徵

Features of Grade 7 Biology Textbook Questions Explored Using the Framework for PISA Scientific Literacy Assessment

本研究旨在利用PISA 2015科學素養評量架構中情境、知識和能力三部分，探討我國三個版本國中生物教科書問題具有的特徵，並比較三個版本之間的差異。內容分析的結果顯示三個版本九成以上的問題在培養「解釋科學現象」的能力，而在「評估與設計科學探究」和「詮釋科學數據和舉證」能力的問題相對稀少。在知識部分，「內容知識」題目接近九成，而「程序性知識」和「認識論知識」的問題相對稀少。教科書中近七成的問題屬於去情境，主要分布於單元末的評量。個人化情境問題僅占一至兩成，地區和全球情境的問題則十分罕見。此結果顯示出教科書以傳輸、理解和驗證內容知識為主要的教育目的。建議未來生物教科書減少應用內容知識的問題，多設計情境問題，應用各種知識和發展全面的科學能力。

This study used the framework for Programme for International Student Assessment (PISA) 2015 scientific literacy assessment, which analyzed parts of context, knowledge, and competence in each textbook question to investigate the features of questions in the seventh-grade biology textbooks and compare the differences among the three textbook versions. The results indicated that more than 90% of the textbook questions in all three versions assessed the competence of explaining scientific phenomena| however, few assessed the competences of evaluating and designing scientific enquiry and interpreting data and evidence scientifically. Moreover, approximately 90% of the questions in all three versions were designed to test students' content knowledge, and only a few tested their procedural and epistemic knowledge. Decontextualized questions accounted for 70% and mainly appeared in the assessment sections. The questions with personal context accounted for merely 10%-20%, and those with local and global contexts were rare. The results revealed that the main purposes of these textbooks were transmission, understanding, and verification of content knowledge rather than development of scientific competences. Textbook developers should design fewer questions requiring application of content knowledge, and instead, design more contextualized questions that make learners apply diverse knowledge and develop multiple competences.