以科學讀寫模式提升國小學童論證能力之研究

本研究主要以科學讀寫模式進行海洋資源議題教學，藉以探討學生論證能力的改變情形以及教師所使用的教學策略和歷程改變。研究參與者為30位五年級學生，以「海洋資源」為教學主題，採用科學讀寫為主要教學模式並融入促進學童論證之教學策略，其中利用圖片、影片、互動式短片、辯論會片段及社會性科學議題等多元的素材，編寫適合的教材與閱讀文本，並設計論證式科學寫作單，其中以開頭引語、短文填空、關鍵詞的提示等方式做為題目的引導，以期達提升學童論證能力之教學目標。研究過程中進行論證式科學寫作單之撰寫，並將學童之論證式科學寫作單內容及得分進行質化和量化的分析和比較。研究發現教學後學生理由之陳述具因果關係性，亦能歸納文本中相關的訊息，使得理由更趨完整與正確；學生能以個人經驗為基礎，並考量經濟及生態等觀點，做為主張的基礎，增加論點數目；反駁的次數增加且能提出理由；能主張完整的陳述，且提出反駁觀點，豐富了論證的組成。經由統計結果顯示，教學初期與教學後期的論證總分有顯著差異，表示論證能力有顯著的提升；學生在理由的正確性、論點數目的多寡、反駁出現的次數、論證組成的多寡等四個論證面向的得分皆有顯著差異，且都具有高效果量。

關鍵字

科學讀寫；海洋教育；論證能力

並列摘要

The purpose of this study was mainly to explore the change of students' argumentation ability situation by integrating the Scientific Reading and Writing (SRW) model into marine resource teaching. In addition, the study also explored teaching strategies that the teachers used and recorded changes of process. The participants were 32 fifth graders. The researchers adopted the SRW as mainly teaching model and integrated the teaching strategy of promoting students' argumentation ability. The researchers made use of diverse materials, such as pictures, films, interactive short films, debate fragments, and socio-scientific issues, to compile appropriate teaching materials and reading texts in order to foster the students' argumentation ability. The researchers developed Scientific Argumentation Writing Sheets (SAWS) with the questions guided by the beginning quotation, fill-in-the-blank and keyword prompt. The students were asked to write them down during the teaching process. The contents and scores of the students' SAWS were analyzed qualitatively and quantitatively respectively. After the teaching, major findings in the study were as follows: (1) The students' warrant statements included the causal relationship. They could also summarize related message in the text to make their warrants more complete and correct; (2) Students could base on their personal experiences, and consider the economic and ecological standpoints as the basis of the claims to increase the amounts of argument; (3) The frequency of students' rebuttal increased and they could put forward their warrants; (4) Students could make complete statements for their claims, propose rebuttal viewpoints, and therefore the components of argumentation were more abundant. Moreover, the statistics results showed that there were four significant large effects on students' argumentation ability, including the accuracy of warrant, the amounts of argument, the frequency of rebuttal, and the amounts of argumentation components.