在社會性科學議題情境下應用鷹架教學提升國小六年級學生論證能力

Improving Sixth Graders' Argumentation Skills through Scaffolding Instruction in Socio-scientific Contexts

蘇衍丞(Yen-Cheng Su) ； 林樹聲(Shu-Sheng Lin)

《科學教育學刊》 20卷4期 (2012/09) Pp. 343-366

https://doi.org/10.6173/CJSE.2012.2004.03

摘要

The purpose of the study was to improve the argumentation skills of a sample of sixth graders through scaffolding instruction in socio-scientific contexts. The study utilized a quasi-experimental design. One experimental group (N = 32) received the instruction with oral and writing scaffoldings. The other experimental group (N = 33) received the instruction with only oral scaffoldings. The control group (N = 30) received traditional instruction that contained no specific scaffolding. Each group subsequently completed three argument questionnaires that involved different socio-scientific contexts at the beginning and the end of the instruction. The teaching intervention was six hours for each group. The results showed that the two experimental groups significantly outperformed the control group in the posttest scores of constructing arguments, counterarguments, supplementary warrants and rebuttals (p ＜ .01). Both experimental groups offered more elaborated and multi-perspective warrants than the control group. There was no statistically significant difference between the two experimental groups in any posttest scores (p ＞ .05). However, more students receiving the instruction with oral and writing scaffoldings constructed at least two more valid rebuttals than those receiving the instruction with only oral scaffoldings could.

關鍵字

社會性科學議題 ； 國小六年級學生 ； 論證能力 ； 鷹架教學

並列摘要

The purpose of the study was to improve the argumentation skills of a sample of sixth graders through scaffolding instruction in socio-scientific contexts. The study utilized a quasi-experimental design. One experimental group (N = 32) received the instruction with oral and writing scaffoldings. The other experimental group (N = 33) received the instruction with only oral scaffoldings. The control group (N = 30) received traditional instruction that contained no specific scaffolding. Each group subsequently completed three argument questionnaires that involved different socio-scientific contexts at the beginning and the end of the instruction. The teaching intervention was six hours for each group. The results showed that the two experimental groups significantly outperformed the control group in the posttest scores of constructing arguments, counterarguments, supplementary warrants and rebuttals (p ＜ .01). Both experimental groups offered more elaborated and multi-perspective warrants than the control group. There was no statistically significant difference between the two experimental groups in any posttest scores (p ＞ .05). However, more students receiving the instruction with oral and writing scaffoldings constructed at least two more valid rebuttals than those receiving the instruction with only oral scaffoldings could.

並列關鍵字

Socio-scientific Issues ； Sixth Grade Students ； Argumentation Skills ； Scaffolding Instruction

參考文獻

林樹聲、黃柏鴻(2009)。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。科學教育學刊。17(2)，111-133。

教育部(2008)。國民中小學九年一貫課程綱要自然與生活科技學習領域。臺北市:作者。

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。302，5-20。

Anderson, R. C.,Chinn, C.,Chang, J.,Waggoner, M.,Yi, H.(1997).On the logical integrity of children's arguments.Cognition and Instruction.15(2),135-167.

Belland, B. R.(2010).Portraits of middle school students constructing evidence-based arguments during problem-based learning: The impact of computer-based scaffolds.Educational Technology Research Development.58(3),285-309.