國小學童的非形式推理之研究－以生物複製議題之引導式論證爲例

A Study on Informal Reasoning of Sixth Graders Through Guided TAPping Integrated with Clone Issue

靳知勤(Chi-Chin Chin) ； 楊惟程(Wei-Cheng Yang) ； 段曉林(Hsiao-Lin Tuan)

《課程與教學》 13卷1期 (2010/01) Pp. 209-232

https://doi.org/10.6384/CIQ.201001.0209

摘要

This study developed a guided-TAPping pattern integrated with the clone issue for enhancing sixth graders' informal reasoning. The one-group pretest-posttest design and qualitative method were used to collect data. The student subjects' performance during the reading-writing activities was used as the pre/posttest. Furthermore,, guided-TAP (Toulmin's Argument Pattern) cell writing was also used in the study to probe student subjects’ informal reasoning. During the implementation, student subjects' reading-writing worksheets, interviews, and feedback questionnaires were also included to collect their pro and con positions as well as their responses to the learning process. Results show that reading comprehension had no significant difference, but essay writing was much improved after the implementation. The rate of accuracy indicated that backing cell was much difficult. Students changed their positions of informal reasoning on the basis of the condition of cloning. The findings suggested that the guided-TAPping pattern is an applicable strategy for teaching primary school students informal reasoning and promoting their scientific literacy.

關鍵字

引導式論證 ； 非形式推理 ； 社會性科學議題 ； 科學素養

並列摘要

This study developed a guided-TAPping pattern integrated with the clone issue for enhancing sixth graders' informal reasoning. The one-group pretest-posttest design and qualitative method were used to collect data. The student subjects' performance during the reading-writing activities was used as the pre/posttest. Furthermore,, guided-TAP (Toulmin's Argument Pattern) cell writing was also used in the study to probe student subjects’ informal reasoning. During the implementation, student subjects' reading-writing worksheets, interviews, and feedback questionnaires were also included to collect their pro and con positions as well as their responses to the learning process. Results show that reading comprehension had no significant difference, but essay writing was much improved after the implementation. The rate of accuracy indicated that backing cell was much difficult. Students changed their positions of informal reasoning on the basis of the condition of cloning. The findings suggested that the guided-TAPping pattern is an applicable strategy for teaching primary school students informal reasoning and promoting their scientific literacy.

並列關鍵字

guided-TAPping ； informal reasoning ； scientific literacy ； socioscientific issues SSI

參考文獻

靳知勤(2007)。科學教育應如何提升學生的科學素養－臺灣學術精英的看法。科學教育學刊。15(6)，627-646。

靳知勤(2002)。效化「基本科學素養問卷」。科學教育學刊。10(3)，287-308。

靳知勤(2002)。「有素養」或「無素養」？－解讀非科學主修大學生對三項全球性環境問題之敘述表徵。科學教育學刊。10(1)，59-86。

Driver, R.,Newton, P.,Osborne, J.(2000).Establishing the norms of scientific argumentation in classrooms.Science Education.84,287-312.

Duschl, R.,C.-F. Yen (Chair)(2007).Supporting and promoting argumentation discourse in science.Keynote speech (1). Symposium conducted at the 2007 International Conference on Reading, Writing, and Argumentation in Science and Mathematics Education.(Keynote speech (1). Symposium conducted at the 2007 International Conference on Reading, Writing, and Argumentation in Science and Mathematics Education).: