本研究之目的係分析8,815位我國年滿15歲學生，參與2006年「學生能力國際評量計劃」(PISA)之科學、數學素養，與其家庭資源等相關分析。將所得的資料進行二因子變異數分析、t考驗等分析，結果如下：擁有完整經濟資源或文化資源家庭的學生，在PISA評量中的科學素養、數學素養、及對學習科學的興趣、參與程度、快樂指數、評鑑價值等，均顯著優於其他的同儕。這樣的結果用以提醒教育政策制訂者和教育人員注意這個現象，並且多提供經濟及文化資源給弱勢的家庭與學校。

The purpose of this research is to analyze the science and the mathematics literacy of 8,815 15-yearold students with different family resources. Using the PISA 2006 data set, results of two-way ANOVA and independent t-test analyses reveal that students with better family economic assets, cultural assets and those who study at city-area schools outperformed their counterparts in science and mathematics literacy, and tended to have more positive evaluation, more interest, more enjoyment, and more engagement toward science. These results can be used to remind education policy makers and educators that more attention and resources should be paid to those students who are from economically and culturally disadvantaged families and schools.

文化資源 ； 科學素養 ； 經濟資源 ； 數學素養 ； 學生能力國際評量計劃PISA

Cultural Assets ； Science Literacy ； Economic Assets ； Mathematics Literacy ； Programme for International Student Assessment PISA