高中生海洋科学素养及迷思概念评量分析

Marine Science Literacy and Misconceptions among Senior High School Students

本研究旨在：一、应用概念图命题模式及开放性问答评量高中生海洋科学概念与素养之现况。二、以问卷试题诊断高中生海洋科学迷思概念之情形。研究以基隆市5所公立高级中学学生为对象，共计发出361份问卷，有效样本346份，回收率为96%。研究结果显示：一、高中生在海洋科学概念词汇运用前三名为暖化、地震及地球。二、高中生在海洋科学概念词汇运用产生迷思的三大词汇为生质能源、黑潮及亲潮。三、高中生海洋概念以知识面向的概念最高。四、高中生在海洋科学迷思概念试题评量中，平均答对率只有53%。五、黑潮得名缘由为高中生在海洋科学迷思概念评量中答对率最低的题目，仅有16%。六、「了解冰期与间冰期海平面的升降，对全球生物与自然环境可能造成影响」为高中生最常带有迷思概念的能力指标。研究的结果可供我国海洋教育相关人员及高中教师参考，以提升海洋教育实施之成效与国民海洋科学素养。

The purposes of this study were to examine the literacy of senior high school students regarding marine-science concepts by using the concept-map method (open-ended tasks) and an open-ended question, and to assess their misconceptions about marine science. A survey was conducted among students from five senior high schools in northern Taiwan. A total of 361 questionnaires were distributed and a validity count of 346 was returned. The results of this study were as follows:(1) The terms ”warming,” ”earthquake,” and ”earth” were most commonly used by students to express marine-science concepts.(2) The terms ”bioenergy,” ”Kuroshio Currents,” and ”Oyashio Currents” caused the most confusion among students.(3) The marine concepts described by the students were more in cognitive domain, than in attitude and affective domains.(4) The students' average correct response rate in the marine-science misconception assessment was 53%.(5) The term ”Kuroshio Currents” received the lowest score (16% correct) in the marine-science misconception assessment of students.(6) Students typically misconstrued the following marine-science competence index: ”Increases and decreases in sea levels during glacial and interglacial periods may influence global biology and the natural environment.”The results of this study can assist marine-science researchers and senior high school teachers to improve the quality and effectiveness of marine-science education and promote marine-science literacy.