摘要
本研究旨在開發一份測量中學生科學實務自我效能(Science Practices Self-Efficacy)問卷。根據美國國家研究理事會(National Research Council [NRC], 2012)的最新科學教育框架，首次提出「科學實務」這個術語，它試圖說明什麼是「科學探究」的意涵，及從事探究所需要的認知、社會與實體技能的範圍(NRC, 2012, p. 30)。針對K-12年級的科學教育框架確定了八個科學實務的向度，皆為科學與工程學科不可或缺的實作要領，依序如下：提出問題、發展或使用模型、計畫與展開調查、分析與解釋數據、利用數學和計算思維、建立解釋、由證據從事論證、資訊的獲得、評估與交流等八個科學實務向度。本研究將發展兼具信效度的問卷工具，評估中學生的科學實務自我效能，這將有助於研究人員與教師們瞭解學生在每個科學實務面向的能力。本問卷根據美國新世代科學標準(Next Generation Science Standards，NGSS)所提出的附件F進行科學實務自我效能問卷開發，共40題(Achieve, Inc., 2013)。本研究分為預試、正式實驗兩個個階段，開發同時驗證本問卷之信度與效度。本研究預試針對31位7、8年級學生進行問卷測試，Cronbach's α為0.97；正式實驗預計針對中學生發放730份問卷並進行驗證性因素分析，確認問卷具有良好配適度與建構效度，Cronbach's α為0.95。最後，將綜合整體研究結果進行分析與應用討論。

Abstract
This study aimed to develop an instrument to measure secondary school students’ self-efficacy in science practices. The term “practices” first introduced in A Framework for K-12 Science Education (National Research Council [NRC], 2012) was used to “better specify what is meant by ‘inquiry’ in science and the range of cognitive, social, and physical practices that it requires” (NRC, 2012, p. 30). The Framework identifies the following eight practices that are essential for learning science and engineering in grades K-12: asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, using mathematics and computational thinking, constructing explanations, engaging in argument from evidence, and obtaining, evaluating and communicating information. A valid and reliable instrument to assess learners’ self-efficacy in science practices would help researchers and instructors to monitor students’ ability to engage in each of the practices. The questionnaire entitled Science Practices Self-Efficacy (SPSE) consists of 40 items that were developed based on the practices matrix presented in Appendix F of the Next Generation Science Standards (NGSS) (Achieve, Inc., 2013). The study includes pilot tested, field tested in two stages, to develop and verify the reliability and validity of this questionnaire. The SPSE was pilot tested with 31 seventh and eighth graders, and the reliabilities was 0.97. The construct validity and reliability were further established by a field test with 730 secondary school students. The confirmatory factor analysis will suggest an acceptable model fit and showed that the survey items have good construct validityand reliability, and the reliabilities was 0.95. Discussion and the implications of the study findings are presented.

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