從「熱認知觀點」探討國小學童的論證學習與科學解釋合理性判斷之研究

A Study of Exploring Elementary School Students' Argument Learning and Judgment of Rationality on Scientific Explanation From the Perspective of "Hot Cognition"

陳文正(Wen-Cheng Chen) ； 古智雄(Chih-Hsiung Ku)

《科學教育學刊》 31卷2期 (2023/06) Pp. 109-132

https://doi.org/10.6173/CJSE.202306_31(2).0001

摘要

本研究目的主要在探討概念卡通論證教學對國小高年級學生論證能力的影響，同時分析論證教學前後，學童在科學解釋合理性判斷上的變化，以及在班級聚集地位影響下，學童在科學解釋合理性判斷上的熱認知現象。研究對象是六個國小高年級班級，四個班級是實驗組（N = 108），另外二個班級是控制組（N = 56）。研究工具包括「論證能力測驗」、「科學解釋合理性測驗卷」及「班級結構問卷」。研究結果發現：一、實驗組學童在論證後測的表現顯著優於控制組。二、實驗組學童在論證教學後傾向選擇具論證型式的科學解釋。三、實驗組和控制組學童在科學解釋合理性的判斷皆表現出熱認知現象。四、實驗組學童論證能力前後測變化量和熱認知喚起程度有負相關。

關鍵字

合理性判斷 ； 科學解釋 ； 熱認知 ； 論證能力

並列摘要

The purpose of this study was to explore the practical efficacy of concept cartoon argument instruction (CCAI) on elementary upper grader's argument construction. The differences of children's judgment of rationality on scientific explanations (JRSE) after CCAI were analyzed too. Furthermore, whether the arousal of hot cognition in children's JRSE under the intervention of children's aggregated status was investigated too. The four classes of sixth grades (N = 108) were assigned as the experimental group with argumentation instruction, while another two classes (N = 56) with the similar backgrounds using traditional instruction served as the comparison group. The instruments of science argumentation ability test, rationality on scientific explanation test and questionnaire of student's aggregated status in the class were used in this study. The main findings include: (1) the experimental group students outperformed those in comparison group in science argumentation ability, (2) the experimental group students tended to agree to the scientific explanations with Toulmin's Argument Pattern form (TAP form) after CCAI, (3) both the experimental and comparison group students exhibited the hot cognition on the judgment of JRSE induced from the intervention of children's aggregated status, (4) the significant negative correlation existed between the experimental group students' pre-posttest variation scores in the science argumentation ability test and the arousal degree of hot cognition on the judgment of JRSE induced from the intervention of children's aggregated status.

並列關鍵字

Judgment of Rationality ； Science Explanation ； Hot Cognition ； Argumentation Ability

參考文獻

古智雄、孫東志、陳文正、楊文金(2010)。從「熱認知觀點」探討學童科學解釋之合理性判斷──以班級社會常模下的順一致性為例。科學教育學刊，18(4)，305-329。https://doi.org/10.6173/CJSE.2010.1804.02

李松濤、林煥祥、洪振方(2010)。探究式教學對學童科學論證能力影響之探究。科學教育學刊，18(3)，177-203。https://doi.org/10.6173/CJSE.2010.1803.01

林宗進、林樹聲、陳映均(2010)。大學生對基因改造作物議題的認知與論證能力之研究。科學教育學刊，18(3)，229-252。https://doi.org/10.6173/CJSE.2010.1803.03

夏玉林、靳知勤(2021)。問題答案關係策略融入閱讀教學對國小六年級學生閱讀理解與論證能力之影響：以社會性科學議題為例。科學教育學刊，29(3)，191-217。https://doi.org/10.6173/CJSE.202109_29(3).0001

徐志宏(2005)。從權威信息加持下探討高年級學童科學問題合理性判斷之熱認知效應與弱化作用。未出版之碩士論文。國立花蓮師範學院。