以「環境議題」為核心之未來學課程對國小資優生批判思考能力之影響

本研究設計一套以「未來環境議題」為核心且適合國小資優生之未來學課程，旨在探討此課程對資優生批判思考能力的影響。此研究兼採質性與量化的研究法，在質性方面採觀察法、訪談法及文件蒐集，以分析資優生批判思考能力；在量化方面是採「前實驗研究法」（pre-experimental research）之單組前後測設計（one-group pre-post test design），在實驗教學之前後，以「批判思考測驗─第一級」（Critical Thinking Test-Level I）進行前後測，並將所得資料透過重複量數t考驗進行分析，以了解資優生批判思考能力的表現。研究結果主要如下：一、批判思考能力的表現：國小資優生在「批判思考測驗—第一級」中「總分」及「解釋」的前後測達顯著差異；而在「辨認假設」、「歸納」、「演繹」、「評鑑」則較無顯著差異。二、國小資優生批判思考能力交替運用轉換歷程之學習表現情形：（一）資優生在「辨認假設」能力運用上易受不同情境或策略影響，教師需做適度引導及全盤考量。（二）研究顯示高年級資優生之「歸納」能力有一定的程度，且能適度展現。（三）國小高年級資優生之「演繹」能力為所有能力當中最為突出，但質性分析發現此種能力在不同課程階段中的表現會出現明顯落差。（四）資優生於課程脈絡中「解釋」能力之學習情形皆有突出的表現，同時與量化結果中「解釋」能力之前後測達顯著差異相符。（五）資優生「評鑑」能力之靈活運用表現情形有略增之趨勢。三、國小高年級資優生於「未來環境議題」實驗教學後具有正面的整體評價。研究者根據研究結果，提出建議以作為未來學領域與批判思考教學實務上及未來研究方向之參考。

關鍵字

環境議題；未來學課程；批判思考；資優生

並列摘要

This study designed a set of future study program exploring environmental issue for gifted fifth and sixth grade students and examined how that program influenced students' critical thinking. This study combined both qualitative and quantitative approaches with a quantitative method on one group pretest-posttest design and a qualitative emphasis that focused on participant observation, in-depth interview, and literature review on gifted students' critical thinking abilities. The pretests of ”CTT-I” were conducted before starting the experimental teaching on environment issue, and after completion of the experimental teaching, posttests of ”CTT-I” were conducted. Repeated measures t-test was also used to perform the analysis and to assess critical thinking skills of gifted students. Research findings are presented as follows: 1. The critical thinking performance: Comparing the pretest scores and posttest score, the items- ”overall score” and ”interpretation”-in ”CTT-I” reached significant statistical differences. Nevertheless, ”recognition of assumption,” ”induction,” ”deduction,” and ”evaluation of argument” revealed no significant statistical differences in pretests and posttests. 2. The transition process and performance in critical thinking: (1) In exercising skills of ”recognition of assumptions,” gifted students were susceptible to learning situations and strategies. Therefore, teachers need to provide sufficient guidance and take overall impact into consideration. (2) The sixth grade students had a better inductive reasoning ability and could demonstrate properly. (3) Of all abilities, deductive reasoning ability was found to be the most outstanding ability the gifted sixth grade students had.. However, qualitative analysis finds that this form of ability shows significant discrepancy across course phases. (4) In the experimental program, gifted students demonstrated outstanding interpretation skills. This result is consistent with the qualitative findings that students' interpretation skills were significantly better in posttests than in pretests. (5) Gifted students' application of their argument evaluation abilities have improved. 3. Gifted sixth grade students gave positive feedbacks about the future study program in environmental issue. Based on the results of this study, the researcher proposed suggestions and recommendations for critical thinking teaching practices as well as the field of futurology research.