對話論證的探究對促進學童科學概念理解之探討

A Study of Argumentation-based Inquiry for Promoting Pupils' Understanding of Scientific Concepts

林燕文(Yen-Wen Lin) ； 洪振方(Jeng-Fung Hung)

《花蓮教育大學學報》 24期 (2007/05) Pp. 139-177

摘要

本研究主要想瞭解對話論證的探究對促進學童科學概念的理解之學習成效，並探討其中主要的影響因素。研究方法是採準實驗研究設計的方式，讓實驗組進行對話論證的探究，控制組進行一般性探究，再比較實驗組學童與控制組學童對科學概念理解的差異；分析方法是從學童對自然現象科學解釋的開放式問卷中進行概念分析，將之歸類為不同理解層級的解釋架構，以其解釋架構是否由較低的理解層級往較高的理解層級遷移，作為判斷學童科學概念的理解是否促進的判準。研究結果發現進行對話論證的探究之學童比進行一般性探究的學童在科學概念的理解上有較顯著的提昇效果，而其主要的影響因素為學童在論證過程中所使用的論述策略、論證結構、以及科學推理傾向等因素。

關鍵字

論證 ； 科學解釋 ； 解釋架構

並列摘要

The research is primarily to study the effects of argumentation-based inquiry in promoting pupils' understanding of scientific concepts, and to discover what the major factors underlying the effects are. The research method was a quasi-experimental design. The researchers want to compare if the experimental subject groups who underwent the argumentation-based inquiry would have better understanding for scientific concepts than the control subject groups who underwent the general inquiry have. The analytic methodology was to proceed from the conceptual analysis of the subjects' scientific explanations on an open-ended questionnaire and to categorize them into different explanatory frameworks. If the subjects' explanatory frameworks had shifted to the higher understanding level from the lower understanding level, it can be said that their conceptual understanding had been promoted by the treatment employed. It was found that the subjects who underwent the argumentation-based inquiry had better understanding for scientific concepts than the subjects given the general inquiry had. It was also found that the subjects' discourse strategies, structures of arguments, and the scientific reasoning dispositions were the major factors for promoting the subjects' understanding of scientific concepts.

並列關鍵字

argumentation ； scientific explanations ； explanatory frameworks