การประเมินวินิจฉัยการรู้วิทยาศาสตร์ของนักเรียนชั้นมัธยมศึกษาตอนต้นด้วยโมเดล G-DINA

Abstract

This research is aimed at diagnosing 9^th grade students’ science literacy by proposing three research objectives, including 1) to develop science literacy test items for diagnosing 9^th grade students’ science literacy; 2) to diagnose and classify students according to their underdeveloped science literacy; and 3) to analyze factors influencing underdeveloped science literacy of 9^th grade students. A sample of 270 students was selected by using the stratified sampling method. The instrument utilized was the science literacy test comprised of 20 items measuring three skills used by PISA and included identifying scientific issues, scientifically explaining phenomenon, and using scientific evidence. Students’ responses were analyzed using the Generalized DINA (G-DINA) model and logistic regression analysis. 
          The results show that, firstly, the developed science literacy assessment had a classification accuracy and classification consistency of 0.73 and 0.53, respectively, and item difficulty ranged from 0.16 to 0.61. Secondly, a majority of students had limited science literacy in all three diagnosed skills. Specifically, there were approximately 78.31% of students who had limited science literacy in all three skills; however, only 15.93% of students possessedan acceptable level of the three science literacy skills. The ability toscientifically explain phenomenon was found to be the most difficult skill for 9^th grade students. Lastly, the study showed that gender, attitude towards science, and prior knowledge were highly correlated with 9^th grade students’ limited science literacy.