大學生對基因改造作物議題的認知與論證能力之研究

University Students' Knowledge and Argumentation Skills Concerning a Socio-Scientific Issue

林宗進(Tzung-Jin Lin) ； 林樹聲(Shu-Sheng Lin) ； 陳映均(Ying-Chun Chen)

《科學教育學刊》 18卷3期 (2010/06) Pp. 229-252

https://doi.org/10.6173/CJSE.2010.1803.03

摘要

This study investigated undergraduate students' knowledge, argumentation skills and the relationship between them in the context of a socio-scientific issue-Genetically Modified Organisms (GMO). Eighty undergraduate students were categorized into two groups: biology majors and non-biology majors. Two open-ended questionnaires were respectively used to evaluate students' argumentation skills and to measure their understanding of three kinds of GMO knowledge-ontological, epistemological and situational knowledge. The results revealed that biology majors scored significantly higher than non-biology majors in ontological knowledge, epistemological knowledge, situational knowledge and in overall knowledge (p＜.001). Biology majors broadly performed significantly better than non-biology majors on argumentation quality (p＜.05). A significantly positive correlation exists between the students' argumentation skills and their respective scores on ontological knowledge, situational knowledge and overall knowledge (r=.21-.27, p＜.05). The educational implications for improving university students' knowledge about GMO issues and argumentation skills were discussed.

關鍵字

大學生 ； 社會性科學議題 ； 知識 ； 基因改造作物 ； 論證

並列摘要

This study investigated undergraduate students' knowledge, argumentation skills and the relationship between them in the context of a socio-scientific issue-Genetically Modified Organisms (GMO). Eighty undergraduate students were categorized into two groups: biology majors and non-biology majors. Two open-ended questionnaires were respectively used to evaluate students' argumentation skills and to measure their understanding of three kinds of GMO knowledge-ontological, epistemological and situational knowledge. The results revealed that biology majors scored significantly higher than non-biology majors in ontological knowledge, epistemological knowledge, situational knowledge and in overall knowledge (p＜.001). Biology majors broadly performed significantly better than non-biology majors on argumentation quality (p＜.05). A significantly positive correlation exists between the students' argumentation skills and their respective scores on ontological knowledge, situational knowledge and overall knowledge (r=.21-.27, p＜.05). The educational implications for improving university students' knowledge about GMO issues and argumentation skills were discussed.

並列關鍵字

University Students ； Socio-Scientific Issues ； Knowledge in Science ； Genetically Modified Organisms ； Argumentation

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