An Empirical Research Of The Scientific Literacy Assessment Of High School Students Based On PISA

With the development of science and technology and the skyrocketing amount of information in the world,people are beginning to realize that they need to learn to “think like scientists” and apply scientific knowledge to real life to solve specific problems so as to adapt to the ever-changing world.Therefore,scientific literacy has become increasingly important.The science is not just about scientists,but about each of us.As a global student assessment program,PISA is a relatively advanced educational concept with an international leading level in student literacy testing.In recent years,the PISA boom has swept the world.This research is based on the PISA2015 scientific literacy idea,assessment framework and assessment method,combines the Chinese science curriculum standards,conceives a scientific literacy formation model,and proposes evaluation indicators according to the model to guide the follow-up examination papers and questionnaires,forming a relatively complete set of scientific literacy assessment model for high school students.On this basis,the rationality of the model is verified by the literacy of information science supported by the information technology discipline.At the same time,the collected data are analyzed and discussed to explore the literacy level of information science of high school students and its influencing factors.This research is divided into two parts: theoretical research and empirical research.The theoretical part mainly discusses the concept of science and scientific literacy,the classical test theory and item response theory in the educational measurement theory necessary for followup empirical research,and the interpretation of PISA2015 scientific literacy.The empirical part mainly includes the establishment of the scientific literacy index system and the formation of the scientific literacy assessment model and the application of the scientific literacy assessment model in the information science supported by the information technology discipline.The specific work is as follows:1.Explain the concepts related to science and scientific literacy,including two parts: one is the etymological analysis and definition of the word "science" and its difference and connection with technology;the second is the analysis of the concepts of “literacy”,“quality” and “scientific literacy”.2.Outlines the classical test theory and item response theory in educational measurement theory.It mainly introduces the local independence of test item theory,the single dimension of potential trait space,and the item characteristic curve follows the three main assumptions of “know-correct” and several secondary scoring models and multi-level scoring models.Based on this,the advantages of item response theory in educational measurement are summarized.3.Interpretation of PISA2015 scientific literacy,firstly expound PISA2015's definition of scientific literacy,and then briefly analyze the PISA2015 scientific literacy assessment framework from four aspects: contexts,competencies,knowledge and attitudes.Then analyze the PISA2015 technical report,and finally consider the whole PISA2015 scientific literacy assessment system from three aspects: assessment tools,assessment questions and assessment criteria.4.The construction of scientific literacy evaluation index system,the core is to propose a scientific literacy formation model,and according to the model to obtain the indicators needed for scientific literacy formation to guide the preparation of follow-up examination papers and questionnaires.At the same time,the scientific literacy assessment framework consisting of a scientific literacy model and a PISA2015 science literacy assessment framework,the paperand-pencil test based on the item response theory and the questionnaire on the scientific background information of students have formed a relatively complete scientific literacy assessment model.5.Taking the literacy of information science as an example to verify the rationality of the scientific literacy assessment model proposed in this research.The PISA scientific literacy assessment idea,assessment form and assessment framework are combined with information technology discipline-supported literacy of information science related curriculum standards and textbooks to compile literacy test items of information science,and students' literacy questionnaires of information science are designed.Then,a total of 463 students from 9 classes in grade one of senior middle school conducted a large-scale test based on the item response theory,and issued 463 test papers with 453 valid data.According to the item response theory two-parameter logistic model and the generalized partial credit model,the model hypothesis verification,parameter estimation and equal value processing are carried out on the test items.Unqualified test items are deleted according to the requirements of the IRT parameter range and the shape of the project response curve.Then,the qualified test items after the test and screening are compiled into formal examination papers,and a class is selected for formal testing,56 examination papers are issued,of which 54 were valid examination papers.At the same time,the literacy questionnaire of information science was issued,and 56 questionnaires were issued,of which 54 were valid questionnaires.6.Analyze the collected data and explore the literacy level of information science and its influence factors of first-year students in Zhangzhou W Middle School.The basic conclusions are as follows:(1)After the test reliability examination,there is no significant difference between the two test averages,and the correlation coefficient of the two tests is 0.512,and the test data has good test-retest reliability.(2)Taking literacy of information science as an example,the literacy of information science of Zhangzhou W Middle School students is moderately high as a whole,and there are few students at the highest level.(3)The three indicators with the best performance in the literacy indicators of information science are adjustment and optimization,reflection and innovation,and cooperation and exchange.The three indicators with the worst performance are information science participation,observation and imitation,and effects of students' academic achievement.The cooperation exchange and information sensitivity indicators are balanced,while the information science achievement indicators are polarized.(4)According to the results of factor analysis,the three main components of the ten index variables of literacy of information science are: literacy component,experimental design component,and achievement component.The achievement components mainly reflect the achievements of the information science.The experimental design components mainly reflect the experimental design capabilities.The literacy component reflects the literacy of information science.The correlation between the three components is small,but the most significant contribution to the formation of literacy of information science is the literacy component.(5)The main factors affecting literacy components are regulation and optimization,reflection and innovation,knowledge transfer,information science participation,information sensitivity,cooperation and exchange,observation and imitation,and impact on academic performance,and information science achievements and experiments.The relationship between the two factors of design is relatively small;the experimental design components and the score components mainly reflect the students' design experiment ability and information science achievement.(6)Pearson correlation analysis and Spearman rank correlation analysis show that only one factor of information science participation has a significant impact on information science literacy scores,while other indicators have not reached significant levels.(7)Comparing students' design experiment ability and observing imitation ability,it is found that among students who have almost no observation imitation and almost no design experiment ability,the number of students who have almost no ability to observe imitation is less than the number of students who have little ability to design experiments;among students with two abilities at a general level,the number of students with preliminary observation and imitation ability is higher than the number of students with preliminary design experiment ability;among the students who have full ability to observe imitation and design experiments,the number of students with design experiments is more than the number of students with observation ability.(8)The scientific literacy assessment model designed by the author is successfully implemented in Zhangzhou W Middle School by taking the literacy of information science as an example.It is more reasonable to verify the model through data analysis.