聯合國教科文組織之下的研究機構，國際教育成就調查委員會，簡稱IEA於1959年成立，其創立是以各國教育政策、執行與教育成就的比較研究為主要目的。並以蒐集各國教育相關背景資訊，據以改善該國教學與內涵，根據IEA的問卷調查結果顯示，TIMSS 的測驗試題在每個參與國家的課程中的百分比是有很大差異的。本研究以文件分析與深度訪談等研究方法，探究TIMSS 2003科學測驗的題目涵蓋在我國82年課程標準自然科課程綱要以及九年一貫課程綱內的情形有如下發現：（一）TIMSS 2003科學測驗題目在82年課程標準自然科課程綱要的百分比達72％，在九年一貫課程綱要自然與生活科技領域的百分比達73.8％。（二）TIMSS 2003科學測驗題目涵蓋在82年課程標準中、低年級範圍以下的百分比達34.5％，涵蓋在九年一貫課程綱要中、低年級範圍以下的百分比達32.1％。由此數據發現九年一貫課程綱要內容有略為淺化現象。（三）TIMSS 2003國小四年級科學測驗題目在我國課程集中在高年級實施。此種情形尤其以生命科學教育最為嚴重，我國生命科學教育的教材有顯著淺化現象。（四）我國受測學生在課程範圍內試題答對率低於國際平均標準分數的兩項因素：（1）題目中出現學生不懂的名詞或形容詞。（2）屬於開放性答案的問答題。（五）我國受測學生在超過課程範圍的試題答對率高於國際平均標準分數的三項因素：（1）能在生活經驗中發現答案的題目。（2）涵蓋在其他科目〈領域〉中的題目。（3）根據選項或圖片內容猜對的題目。

International Association for the Evaluation of Educational Achievement (IEA for short), which is a research institute subordinate to United Nations Educational, Scientific and Cultural Organization (UNESCO for short), was established in 1959. The main purpose of IEA’s establishment is to compare and research on the education policy and its implementation and education achievement for those countries worldwide. In addition, with according to collect relevant information about each country’s educational background to improve its teaching and connotation for such country. The results of the questionnaire that conducted by the IEA showed, the testing question percentage in the curriculum for each TIMSS participating country existed a significant difference. This paper is adopted the document analysis and in-depth interview to study the coverage situation for the questions of TIMSS 2003 Science Test on Taiwan’s 1993 Standard Natural Science Curriculum Outline and Grade 1 to 9 Curriculum Outline, and the outcomes are as follows:
(1) The percentage is 72% of TIMSS 2003 Science Test questions to Taiwan’s 1993 Standard Natural Science Curriculum Outline; and 73.8% of them to the Natural Science and Life Technology domains in the Grade 1 to 9 Curriculum Outline.
(2) The TIMSS 2003 Science Test questions are covered about 34.5% for the scope of Grade 1 to 4 of 1993 Standard Curriculum, and covered about 32.1% for the scope of Grade 1 to 4 of Grade 1 to 9 Curriculum Outline. And, according to these above data, the contents of Grade 1 to 9 Curriculum Outline have the slightly simplified phenomenon.
(3) The TIMSS 2003 Science Test questions for Grade 4 level are implemented the testing mainly on the Grade 5 to 6 levels in Taiwan. Such situation is more critical in Life Science Education; especially the teaching materials of Life Science Education in Taiwan have showed the significant simplified phenomenon.
(4) The two causes of the lower rate of correct answers that Taiwan students were given the test within the curriculum domain than the international average standard score are:
1. Some nouns or adjectives existed in these questions that students couldn’t understand.
2. The question-answer type is an open answer type.
(5) The three causes of the higher rate of correct answers that Taiwan students were given the test beyond the curriculum domain than the international average standard score are:
1. Questions that their answers can be found in daily life experiences.
2. Questions that covered within other subjects (domains).
3. Questions that correctly answered by guessing at the answer options and contents of pictures.

參考文獻
壹、中文部分
1. 岳修平譯。台北市：遠流出版社。E.D.Gagne,C.W.Yekovich＆
F.R.Yekovich（1993）：教學心理學（原著出版年：1998年）
2.林進財（1999）。《教學理論與方法》。台北：五南。
3.段曉林、黃台珠、熊召弟、佘曉清、知勤、熊同鑫譯，促進理解之科學
教學─人本建構取向觀點。台北市：心理出版社
J.J.Mintzes,J.H.Wandersee＆J.D.Novak〈2002〉。
4.陳穎希（2001）：國中數學新舊教材之比較研究—從第三次國際數學與
科學教育成就研究的後續調查來探究，國立台灣師範大學數學所碩士論文。
5.教育部〈2000〉：國小審定本教科書評鑑報告。台北市：中華民國課程
與教學學會。
6.教育部國民小學課程標準編輯審查小組〈1993〉：國民小學課程標準。
台北市：教育部。
7.教育部〈2003〉：國民中小學九年一貫課程綱要自然與生活科技學習
領域。台北市：教育部。
8.顏秀玫（2003）：我國小學四年級學生在「2003年國際數學與科學教育
成就趨勢調查」中科學低分題之分析，國立台灣師範大學數學所碩士論文。

貳、西文：
1.Douglas,Huffman＆Frances,Lawrenz〈2000〉.Minnesota＆TIMSS：
Exploring High Achiveement in Eighth Grade Science. 〈Report No-Evaluative 142〉Contains small print.Burt
Glassman and Emily Wurtz contributed to the development
of this document.〈ERIC Document Reproduction Service No.
ED455113〉
2.IEA.（n.d.）. Countries participating in TIMSS 2003.
Retrieved May 5, 2005, from
http://isc.bc.edu/timss2003i/countries.html
3.IEA.（n.d.）.TIMSS 2003 released items. Retrieved May
5, 2005, from http://isc.bc.edu/timss2003i/released.html
4.Martin, M. O. (Ed.) (2005) Chestnut Hill, MA: TIMSS &
PIRLS International Study Center, Boston College.
TIMSS 2003 User Guide for the International Database
5.Robert L.Linn＆Norman E. Gronlund（2003）Measurement and
Assessment in teaching。
6.Stevenson,Harold W.〈1998,Jul〉A TIMSS Primer Lessons and
Implications for U.S. Education〈Report No-Evaluative
142〉Forew by Chester E.Finn,Jr〈ERIC Document
Reproduction Service No. ED423262〉
7.Stigler,J.W,Gonzales,P.Kawanaka,T,Knoll,S,and Serrano,A〈1999〉Highlights from the TIMSS videotape classroom Study〈Report No-Research 143〉An Exploratory Research Project
on Eighth-Grade Mathematics instruction in
Germany,Japan,and the United States〈NCES1999-074〉
Washington,DC：National Center for Education Statistics〈ERIC Document Reproduction Service No. ED444870〉
8.Wang,Jianjun〈2003,April〉.An Analysis of Item Score
Difference between 3rd and 4th Grades Using the TIMSS
Database.
〈Report No-Research 143—Speeches/Meeting papers 150〉
Paper presented at the Annual Meeting of the American
Educational.〈ERIC Document Reproduction Service No.
ED475358〉