在科學課堂中應用爭議性議題教學促進國小六年級學生道德思考

Fostering the Sixth Grade Students' Moral Thinking through the Instruction of Controversial Issues in Science Classroom

林樹聲(Shu-Sheng Lin)

《科學教育學刊》 20卷5期 (2012/10) Pp. 435-459

https://doi.org/10.6173/CJSE.2012.2005.03

摘要

本研究旨在利用爭議性議題的教學促進國小六年級學生進行道德思考並為自己的主張做辯護。樣本為一位教學年資七年的教師與32位學生。研究採取單組前後測設計，教學介入五週，每週兩節課，同時使用涵蓋三個爭議性議題情境的道德思考問卷和個別訪談收集資料。分析結果發現：學生於教學後的道德思考達顯著進步（p＜.01），為自己主張做辯護的理由變得更精緻，顯示學生的道德思維變得更縝密。而教學介入對學生的道德判斷會產生一些影響，尤其是當學生站在他人的立場做出判斷時。此外，學生提出道德判斷時傾向只考慮到行為的結果而非行為的動機；學生的道德判斷會帶有情意層面的考量，而且會隨著情境的不同或採取立場的不同而改變。

關鍵字

六年級學生 ； 爭議性議題 ； 道德判斷 ； 道德思考

並列摘要

The study explores the contribution of an intervention of the instruction for controversial issues. The instruction was based on the discussions of moral dilemmas in fostering moral thinking of the sixth grade students. The participants included one experienced teacher and 32 students who were received the instruction that lasted five weeks, two hours each week and consisted of a combination of discussions of moral dilemmas and teacher's questioning. One questionnaire about moral thinking was administered before and after the teaching intervention. Several students were individually interviewed followed by the teaching. The results revealed that there is statistically significant improvement in the scores of moral thinking. The students' justifications for moral judgments become more elaborated after the teaching. Moreover, the students' moral judgments to some degree are affected by teaching intervention, especially as taking perspectives of others. Their moral judgments are mainly based on the consequence of the action, which are involved in affective consideration and would vary across different socioscientific contexts or according to different perspective-taking (self vs. the others).

並列關鍵字

The Sixth Grade Students ； Controversial Issues ； Moral Judgment ； Moral Thinking

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