科學素養評量融入國中地球科學教學評量對國中教育會考自然科成績之影響

本研究嘗試將科學素養型試題放人國中地球科學月考及小考中，提升學生科學素養及問題解決能力。實驗結果發現學生在經過適當訓練後對科學素養測驗適應情況相當良好，雖然教師命題時逐漸增加科學素養測驗的配分比例，但月考平均分數與及格率都有逐漸上升的現象。實驗學校更換教師後平時小考並未再安排科學素養型試題，但月考加考科學素養測驗後平均分數與及格率仍維持水準，原本經訓練已得到的能力並不會因此下降。

This study empted to incorporate scientific literacy assessment in quiz and semester exams in earth science curriculum in junior high school to improve students' scientific accomplishments and problem solving ability. Result shows that after trained by scientific literacy, students used to it. Although the ratio of scientific literacy content gradually increased in semester exams, the average score and pass ratio are increased in first semester. We didn't include scientific literacy assessment in quiz for the second semester, but the average score and passing ratio of the semester exams are roughly the same as those of the first semester. The students' can hold their ability scientific literacy training. Results from the students' performance in the comprehensive assessment program for junior high school shows that the scientific literacy assessment can promote students' scientific literacy. Using scienti literacy assessment in teaching will not influence students' test results. Instead, teacher will change teaching method and let students' learning ability to make use ofscience owledge by adopting scientific literacy assessment in teaching.