Abstract The main purpose of this research is: (1) Find out the scientific literacy performance of secondary students in Macao; (2) Analyze the performance of secondary students in the released science section in PISA2006; (3) Investigate the factors influencing scientific literacy performance of secondary students in Macao; (4) Base on the results of the study, recommendations for educational institutes, schools and teachers are provided. In order to achieve the mentioned research purposes, this study has adopted data of 15-year-old assessment taker in PISA2006 Macao. Four crucial steps have been administered. First, students' scientific literacy performance on the different science competencies and knowledge domains are analysed unsing descriptive statistics, percentile comparing and QQplot. Second, cognitive component analysis was applied to analyse the assessment items in the released science section in PISA2006, and its influence on students' scientific literacy performance. There were detailed descriptions for items in which students in Macao have unusual performance. Third, simple regression analysis was administered on students' affective characteristics and the model of classroom instruction activities in order to find out how much factor relates to the scientific literacy performances. Four, through the in-depth reference study of science evaluation report in Macao (Wei, B. et al., 2009), the current situation of education of science in Macao has been taken in, and thus recommendations for educational institutes, schools and teachers were provided. According to the above research purposes and methods, the results of this study can be summarized in the following pints: (1) The scientific literacy performance of secondary students in Macao is above the international average level; (2) Macao students have the best performance on the scientific explanation if phenomena, but the worst performance on the identification of scientific issues; (3) Macao students' knowledge of science is better than their knowledge about science; (4) The percentage of both students at high proficiency level and low proficiency level are relatively low in Macao; (5) Students' scientific performance is related to the grade they are in; (6) There are no significant gender differences in the scientific literacy performance of secondary students; (7) Two cognitive components were proposed to predict the item difficulty parameters in PISA2006: science competencies and question types; (8) Students' familiarity with thread of the thought items affects the performance; (9) Secondary students in Macao are good at inducing answers from the cont of the item, but behave relatively weaker in items requiring discussion and reflection; (10) Six affective characteristics of students have a strong influence on the performance of scientific literacy: self-efficacy, enjoyment, general interest, instrumental motivation, general value and self-concept in science and performance on the scientific literacy; (11) The frequency of use of four models of classroom instruction activity was found to display a weak relevant relation to performance of scientific literacy: interaction, hands-on activities, student investigations and focus on applications or models. Among these instruction activities, the focus on applications or models and hands-on activities had positive correlation with the performance of science literacy, interaction and student investigations had negative correlation with the performance of scientific literacy. Key words: Scientific literacy, PISA, Item difficulty cognitive component analysis, affective characteristic

摘要 本研究的主要目的有四：（一）了解澳門中學生科學素養之表現；（二）分析澳門中學生在PISA2006有關科學素養公開試題中的表現；（三）探討影響澳門學生科學素養表現的因素；（四）根據研究結果，提出建議，作為教育行政當局在制定教育政策、學校設置科學課程、教師實施科學教育之參考。 為了達到上述研究目的，本研究採用了PISA2006澳門十五歲學生的評估數據作為原始資料，針對研究目的（一），運用了描述性統計、百分位數比較及QQplot等方法，分析了澳門學生科學素養、科學能力及科學知識的程度。針對研究目的（二），採用了認知成份分析的方法探討了PISA2006公開試題的認知成份，以及對學生科學素養表現的影響，並對學生有異常表現的公開題目進行詳細的描述性分析。針對研究目的（三），運用了學生的情意特徵及課堂教學活動方式進行簡單迴歸分析，以了解各因素與科學素養表現的相關程度。針對研究目的（四），通過對《澳門中小學自然科學教育專項評鑑報告》（魏冰等人，2009）進行深入的文獻探討，了解澳門的科學教育現況，並依據本研究之結果，向教育行政當局、學校及科學教師提出適切的建議。 根據上述研究目的及方法，本研究獲得以下結論：（一）澳門學生總體的科學素養表現處於國際的中上水平；（二）澳門學生科學地詮釋現象能力最佳，識別科學議題能力最差；（三）澳門學生的科學知識優於科學學門的知識；（四）澳門高科學素養和低科學素養的學生比例均較低；（五）科學素養表現與就讀年級有關；（六）科學素養整體表現並無顯著的性別差異；（七）PISA2006的科學測試題，不同的能力要求和試題的題型是兩項主要的試題認知成份；（八）對試題背景脈絡的熟悉程度影響學生的答題表現；（九）澳門中學生擅於從題目中歸納答案，但對討論及反思性質的題目表現較差；（十）科學的自我功效感、科學愉悅感、科學的普遍興趣、學習科學的工具性動機、科學的普遍價值觀和科學的自我概念，共六個學生情意特徵因素對科學素養的表現具顯著的影響，其中科學的自我功效感是提升澳門學生科學素養表現最為理想的可行因素之一；（十一）教學互動、動手實驗、科學探究和重視典型和應用這四項課堂教學活動的出現頻率與澳門學生科學素養表現只具有弱的相關關係，其中重視典型和動手實驗與科學素養呈正相關關係，教學互動和科學探究與科學素養呈負相關關係。 關鍵詞：科學素養、PISA、認知成份分析、情意特徵