個人因素、家庭因素及學校因素對科學素養的影響：以PISA 2012臺灣、日本、韓國為例

Abstract

This research aims to proceed a secondary systematic analysis based on the information of the database of PISA 2012, comparing the difference of scientific capacity in PISA 2012 among the students in Taiwan, Japan, and Korea. Being a qualitative research with students from Taiwan, Japan, and Korea enrolled in PISA 2012 as the objects of research, of which the amounts are 6,046 from Taiwan, 6,351 from Japan, 5,033 from Korea respectively. This research is carried out by means of descriptive statistics, one-way analysis of variance, and two-way analysis of variance. The conclusions of this research are as follows: 1. There’s no obvious influence on scientific literacy between both sexs. 2. The after school make up lesson can give a lift to the scientific literacy, while the longer hour of learning does not result on better achievement. 3. The more abundant family education resources students can have, the better scientific literacy the students perform. 4. The higher the socioeconomic status of parents are, the better scientific literacy the students perform. 5. The scientific literacy of the students who speak local language proves to be better than those who speak non- local language at home. 6. The bigger school is, the better scientific literacy the students perform.