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本研究目的首先探討實驗組與對照組參與者在食安素養、食安態度與食安自陳行為和使用保健產品行為的現況及差異，並進而分析國中生食安素養現況及藉由實證知情實務（Evidence-Informed Practice, EIP）教學介入提升國中生食安素養之成效。在預試階段選取高雄市某所公立國中九年級467位學生填寫「食安素養情境測驗」、「食安態度量表」與「食安自陳行為量表」，經過信度、效度及鑑別度檢驗修正後成為正式研究工具。接著進行準實驗教學 法，本研究以便利取樣選取第一位作者班級53位學生在健康教育課實施六週EIP教學是為實驗組；對照組選取另一位健康教育老師51位九年級學生實施六週傳統講述教學是為對照組。所有參與學生在EIP教學前、教學後及三個月後填寫三份研究工具，以瞭解國中學生的食安素養、食安態度與食安自陳行為的差異。經由相關性檢驗、獨立樣本t考驗及單因子共變數分析發現多數國中生相信均衡飲食、規律運動與良好的衛生習慣能增加身體的抵抗力；當國中生使用保健食品行為愈高，則食安素養愈差。本研究結果顯示EIP教學能有效提升國中生的食安素養。本研究建議將EIP教學推廣至其他教學現場，並作為國中各校發展食安素養課程、教學與評量及相關研究之參考。 With the continual growth in global trade and the emergence of new food products, food hygiene and safety issues are becoming increasingly complex, with food safety receiving enormous international attention (Ministry of Health and Welfare, 2016). The World Health Organization (WHO) reported that eating unsafe substances can cause more than 200 diseases, including diarrhea and serious illnesses, such as cancer. Therefore, acquiring the necessary food safety literacy to distinguish between food safety and nutrition is a crucial competency to improve personal health. The Literacy Information and Communication System conducted a health literacy workshop in 2011, involving approximately 1,600 national and international public health and medical experts; it recommended establishing a hypothetical relationship between knowledge, attitudes, and behavior to create a new set of measurement methods for food safety literacy (Pleasant et al., 2011). Thus, integrating knowledge, attitude, and behavior is crucial in order to assess “food security literacy” in the 21st century (Frewer et al., 2013; Jevšnik et al., 2008; Rollin et al., 2011; Yeung & Morris, 2001). In recent years, there has been an international emphasis on literacy assessment, such as the Programme International Student Assessment, which was supported by the Organisation for Economic Co-operation and Development in 2013, using contextual-based tests to assess whether students can apply knowledge and analyze and solve problems in everyday life. First, this study aimed to develop effective food safety literacy tests, food security attitude scales, and food safety behavior scales. Second, we explored the effect of Evidence-Informed Practice (EIP) in teaching interventions on junior high school students’ food safety literacy. During our pilot study, we randomly selected 467 ninth-graders from southern Taiwan to respond to research instruments regarding food safety literacy, food security attitudes, and food safety behaviors. We used the content validity index (Lawshe, 1975), item analysis, and KR 20 to examine the tests’ validity, discrimination, reliability, respectively, and applied item response theory to determine a suitable model of the relationship between the tests and participants. We found that all the tests met the index of validity and reliability. Then, we conducted a quasi-experimental study design and selected 104 ninth-graders from a public junior high school in Kaohsiung City through convenience sampling; the school is known for its moral education, encouraging teachers to develop innovative teaching. This study lasted six weeks and included two teachers with similar teaching experiences who implemented different teaching styles. Both teachers had majored in health education and had 17 years of teaching experience. Teacher A was the first author of this article, graduated from the Department of Science and Education of Southern Normal University, taught two classes of students in the experimental group. The teacher B, who graduated from the Department of Health Promotion and Health Education of the Northern Normal University, was familiar with health education theory, and taught two classes of students in the comparison group. To ensure a high response rate, the first investigator informed the students of this study’s purpose and research tools, mentioning that the contents of the questionnaire would be properly preserved and not be used for individual comparison. Students agreed to participate in the study and responded to two scales and a food safety literacy test that took approximately 15-20 minutes, after which they were given a small gift. Four classes participated in this study, two of which comprised the comparison group that received traditional narrative teaching; the teaching content and time were the same for this group. The other two classes in the experimental group received an EIP teaching intervention. The experimental group students (n = 53) participated in a 6-week one period of EIP teaching model; with the same teaching intervention time, the comparison group students (n = 51) received a teacher-centered intervention concerning new trends in dietary consumption; the intervention convened 45 minutes per week for 6 consecutive weeks. The EIP intervention involved students asking questions, thinking, gathering evidence, and making judgments. The teacher in this group questioned students to promote their thinking, enabling them to search for empirical information to support the discussion and interpretation of food security issues, such as false advertising, supplementing them with new scientific findings. Meanwhile, the comparison group was taught about food security issues in a traditional manner, with the teacher presenting and students listening. We conducted descriptive statistics, independent t-tests, and paired sample t-tests to compare the students’ similarities and differences on their food safety literacy tests, food security attitude scales, and food safety behavior scales after the interventions. In addition, we used a one-way analysis of covariance to examine the effects of the EIP intervention. The results revealed that junior high school students’ beliefs concerning maintaining healthy behaviors involved medium and high scores. They believed that a balanced diet, regular exercise, and good hygiene could increase the body’s resistance to disease. More than 80% of the students consumed healthy food, and nearly 40% of these students consumed more than two types of healthy food. Students with a higher belief in the value of maintaining health had a significantly higher score in food safety literacy. However, those students with a frequent intake of healthy food tended to have lower scores on their food safety literacy. This study developed and validated well-structured food safety literacy scales and an effective EIP teaching model that enhanced the experimental group students’ food safety literacy. This empirical evidence provides fresh insight into how to promote junior high school students’ food safety literacy. Our findings have implications for implementing the EIP teaching model and administering effective food safety literacy scales with context-based items in more educational settings.

本研究以文獻回顧的方法探索凱利方格法的原理與策略，再反思科學教育研究領域中可應用凱利方格法進行研究的契機與限制。凱利方格法的分析與探索主要包含下列階段：元素與構念的萃取、方格的建構與評比，以及方格的分析與解釋。這些資料分析的過程對教育研究而言具備以下優勢。首先，研究者透過凱利方格法的應用，建立有系統的資料蒐集與彙整架構，發現資料中既存的脈絡。再者，凱利方格法除了能針對單一個案所反映的方格評比進行探索與分析外，也容許跨個案的比較。在科學教育相關研究中，這些優勢適合被應用於探索學生科學學習、教師專業發展，以及評鑑科學課程與教科書等。本研究最後也說明在應用凱利方格法分析時須考量的信度與效度，以及相關的研究限制，以更明確地說明使用凱利方格法分析的策略。 This paper discusses the possible application of the repertory grid technique (RGT) in science education through a literature review. We first describe the common strategies for using RGT in psychology and education research. We then explore the reasons for using RGT and the relationship between the aforementioned strategies and the purposes of studies in the literature. Finally, we explain whether and how using RGT can assist researchers in deeply exploring science education. Three basic strategies for using RGT are summarized according to a literature review: eliciting elements and constructs, constructing the grid, and analyzing the grid. RGT enables researchers to construct and reconstruct the qualitative data on the basis of quantitative analysis, which supports exploring subjects’ cognitive systems and comparing subjects. In science education, studies have applied RGT for various purposes, which we categorized into three types: exploring individual cognitive systems, developing principles for teachers’ professional development, and evaluating the quality of textbooks. The limitations and validations of RGT are discussed in the final section of this paper.

本研究融合以知識整合為設計原則的數位科學課程於正式課程中，檢視該課程能否促進學生於化學反應單元相關的科學素養，比較同校不同班級之學生分別接受知識整合數位科學課程與傳統教學方法後，在化學反應單元所展現的科學素養。研究對象為高雄市某國中八年級兩個班級的學生，每班共計四節課教學活動。教學前，學生先進行「化學反應素養測驗前測」，在教學結束後，再進行「化學反應素養測驗後測」與該校段考成就測驗，並在教學結束後1 個月進行「化學反應素養測驗延宕後測」。研究結果指出，該知識整合數位科學課程可以提升學生於化學反應單元相關的科學素養，而延宕測驗結果顯示，相較於傳統教科書教學，該課程對參與學生於化學反應單元相關科學素養具有長期效應。然而，接受知識整合數位科學課程教學後之學生所表現出的科學素養與其之後的學校理化段考表現存在斷裂，本研究據以反思現行課程與評量之議題。 In this study, we implemented a digital science curriculum design based on the knowledge integration perspective to replace the conventional textbook-based curriculum, focusing on the topic of chemical reactions. We investigated the influence of the curriculum on the eighth-grade students’ scientific literacy relating to the concepts of chemical reactions. The participants were two classes consisting of 58 students: one class received instructions by using the knowledge-integration-based digital curriculum and the other class received instructions by using conventional textbooks. Data collected included pretest, posttest, midterm exam, and delayed posttest results, consisting of items that measured students’ scientific literacy relating to the concepts of chemical reactions. The results indicated that the knowledge-integration-based digital curriculum has both short-term and long-term effects on facilitating students’ scientific literacy. However, students’ performances in scientific literacy after the instruction were not associated with their performances in traditional school exams. Concerns of school tests and instructions were discussed.