國小六年級學生在社會性科學議題教學中之論證能力研究－不同學業成就學生間之比較

Students' Constructing Argumentation about a Socioscientific Issue-The Differences between Sixth Graders with Different Levels of Academic Achievement

林樹聲(Shu-Sheng Lin) ； 黃柏鴻(Po-Hung Huang)

《科學教育學刊》 17卷2期 (2009/04) Pp. 111-133

https://doi.org/10.6173/CJSE.2009.1702.02

摘要

The purpose of the study was to explore the differences between sixth graders with different levels of academic achievement after they experienced the construction of background knowledge about a socioscientific issue-The establishment of high-speed rail. The researcher adopted a causal-comparative research design. The participants were an elementary science teacher and 68 students. The data were collected through an argumentation questionnaire and participant observation. The findings indicated that there was no statistically significant difference (p＞.05) among low, middle and high achievers on the posttest for argumentation skills and for the score differences between pretest and posttest. However, middle achievers were significantly different (p＜.05) from low achievers on the scores for formulating supportive arguments. Most students elaborated their arguments after the construction of background knowledge. High achievers were inclined to use rebuttals or rebuttals with supplementary warrants or with elaborated warrants as supportive arguments. Low achievers tended to only use supplementary warrants or elaborated warrants as supportive arguments. Meanwhile, low and middle achievers could make arguments, counterarguments or rebuttals like high achievers did when they were asked to have oral argumentations in the classes.

關鍵字

論證 ； 社會性科學議題 ； 國小學生 ； 學業成就

並列摘要

The purpose of the study was to explore the differences between sixth graders with different levels of academic achievement after they experienced the construction of background knowledge about a socioscientific issue-The establishment of high-speed rail. The researcher adopted a causal-comparative research design. The participants were an elementary science teacher and 68 students. The data were collected through an argumentation questionnaire and participant observation. The findings indicated that there was no statistically significant difference (p＞.05) among low, middle and high achievers on the posttest for argumentation skills and for the score differences between pretest and posttest. However, middle achievers were significantly different (p＜.05) from low achievers on the scores for formulating supportive arguments. Most students elaborated their arguments after the construction of background knowledge. High achievers were inclined to use rebuttals or rebuttals with supplementary warrants or with elaborated warrants as supportive arguments. Low achievers tended to only use supplementary warrants or elaborated warrants as supportive arguments. Meanwhile, low and middle achievers could make arguments, counterarguments or rebuttals like high achievers did when they were asked to have oral argumentations in the classes.

並列關鍵字

Argumentation ； Socioscientific Issues ； Elementary School Students ； Academic Achievement

參考文獻

李佳生、林樹聲()。

林燕文、洪振方(2007)。對話論證的探究中學童論述策略對促進科學概念理解之研究。屏東教育大學學報。26，285-324。

林樹聲()。,未出版。

教育部(2003)。國民中小學九年一貫課程綱要。台北市:教育部。

黃柏鴻、林樹聲(2007)。論證教學相關實證性研究之回顧與省思。科學教育月刊。320，5-20。