「以建模為基礎的論證教學模式」之初探研究

A Preliminary Study of "Modeling-Based Argumentation Teaching Model"

封中興(Chung-Hsing Feng) ； 洪振方(Jeng-Fung Hung)

《物理教育學刊》 12卷1期 (2011/07) Pp. 1-24

https://doi.org/10.6212/CPE.2011.1201.01

摘要

本研究旨在發展融合「建模」與「論證」的教學模式－命名為「以建模為基礎的論證教學模式」，以此教學模式設計教學活動，進行初探研究。以準實驗研究法進行設計，研究對象取自台南市某國中二年級學生，實驗組及對照組分別用「以建模為基礎的論證（MBA）教學模式」及「教導的論證（DA）教學模式」進行教學。蒐集「科學教室環境（WIHIC）量表、對論證的態度量表、對科學模型的理解（SUMS）量表、論證能力測驗卷（ATSAA）」等資料，進行分析。研究結果發現，實驗組表現均優於對照組：（1）WIHIC 量表（p=.000, η^2=.470），（2）對論證的態度量表（p=.032, η^2=.069），（3）SUMS量表（p=.003, η^2=.129），（4）ATSAA測驗卷（p=.000, η^2=.315），以上數據顯示MBA教學模式為一可行之教學模式，可用於國中自然科之教學。依據本次初探研究之成果，對未來之研究提出建議。

關鍵字

建模 ； 論證 ； 以建模為基礎的論證教學模式 ； 教導的論證教學模式

並列摘要

The purpose of this research was to develop a teaching model integrating modeling and argumentation, named ”Modeling-Based Argumentation teaching model”, and to design learning activities according to this teaching model. A quasi-experimental design was adopted in this preliminary study. The research samples were 8th grade students of a junior high school in Tainan City. The experimental group and the contrast group were instructed separately in the Modeling-Based Argumentation (MBA) teaching model and the Didactic Argumentation (DA) teaching model. The research data of ”What Is Happening In this Class? (WIHIC) Scale”, ”Argumentativeness Scale”, ”Students' Understanding of Models in Science (SUMS) Scale”, and ”Achievement Test of Students' Argumentation Ability (ATSAA)” were collected and analyzed. The results were as follows: The experimental group performed better than the contrast group in all the four scales (1) WIHIC Scale (p=.000, η^2=.470) (2) Argumentativeness Scale (p=.032, η^2=.069) (3) SUMS Scale (p=.003, η^2=.129) (4) ATSAA Scale (p=.000, η^2=.315).The data above shows the MBA teaching model is an operational teaching model which could be used in the junior high school science lesson. Suggestions for further research were proposed according to the results of this preliminary research.

並列關鍵字

modeling ； argumentation ； modeling-based argumentation teaching model ； didactic argumentation teaching model