國小學生在社會性科學議題教學中的認知與立場改變－以全球暖化議題為例

本研究根據社會性科學議題（Socio-Scientific Issue, SSI）理論，針對國小六年學童（N=45）設計一個以保護北極熊為案例之全球暖化議題教學模組，從事11節課的教學。研究目的旨在探討SSI教學對於學生全球暖化認知及決策立場的改變情形。研究期間藉學生撰寫指定短文及讀寫單，蒐集質性資料。其中，讀寫單一方面作為導引學生在小組中從事讀寫及討論活動的鷹架，另方面則於其中嵌入蒐集研究資料的問題，作為教學前後比較學生對減緩全球暖化問題意見與立場是否改變的依據。此外，所指定撰寫之短文則是在教學之初與末了，令學生依據全球暖化的成因、影響與解決方案等鷹架撰寫。本研究經分析並比較前後兩次短文及讀寫單內容後發現：本議題教學有助於提升學生的全球暖化相關認知；在教學後，學生不再出現迷思概念；且學生所表達的看法轉趨於自我省思個人可以調適之作為；而透過就北極熊保護方案的討論與修訂過程，有助於學生從初始階段所顯現出意見的紛歧，發展至具有共識的立場。本文並對SSI在國小的教學應用提出建議。

關鍵字

全球暖化；社會性科學議題；國小學生；教學模組；環境教育

並列摘要

This study used an eleven-session global-warming module in a class of sixth graders (N = 45) for exploring if changes happened in students' cognition and choices in the controversial position. In the teaching period, reading-and-writing worksheets were used as the scaffold for students' learning; the open-ended questions were also purposely embedded in it for collecting the information. Moreover, each student was asked to write a short essay, which included causes, impacts, and solutions for global warming problem, at the beginning and the end of the study. The results showed that students' understanding of the global warming issue was improved; the misconception was not shown any more after SSI instruction. Students reflected on what they could adjust the life style for reducing global warming. And more, in the process of discussion and negotiation, students had followed the track developed by instructor for leading their thinking and the decision-making to achieve a consensus. At the end of the article, the implication for instruction was provided.