概念圖主題之匯流研究強化學生通識課程的社會性科學議題問題解決能力

本匯流研究旨在依據概念圖主題，探討選修通識課程「科技社會與生活」之75位學生，社會性科學議題論證與做決定的能力，發展出有效評量工具，並應用此工具檢測其學習效能。研究結果敘述如下：（1）設計具有社會性科學議題論證與做決定之概念圖教材；（2）發展具信效度之社會性科學議題學習態度工具；（3）評量概念圖策略教學前後，學生學習態度與回饋的差異；（4）以單因子變異數分析，探詢不同性別、年齡、入學方式與課程喜歡程度等自變數之學生，其對社會性科學議題之態度及其相關性分析。總之，綜合本計畫所呈現之結果，和文獻做比較，並提供具體的知識給教師、研究者、課程發展者與教科書編輯者。所有匯流研究，將使通識教學變得更有益，而學習變得更有趣，並能更進一步成功地改善學生們的科學學習效能。

關鍵字

概念圖；社會性科學議題；論證與做決定；科技社會與生活

並列摘要

This confluent of the research is focused on enhancing students' problem-solving abilities in accordance with thematic concept mapping for socioscientific issues. Throughout the assessment of attitude instrumental understanding, 75 university students' argumentation and decision-making of problem-solving abilities for the curriculum in Technological Society and Life can be analyzed in the following results: (1) To design the texture with thematic concept mapping for socioscientific issues successfully. (2) To develop designed-function authenticity with a good validity and reliability of the assessing tool for the SSI learning attitude. (3) To assess students' different learning attitude and feedback before and after strategic concept mapping teaching by structure and semi-structure questionnaires. (4) To search for students independent variants of gender, age, enrollment and disposition of curriculum learning which are closely related with their problem-solving abilities of socioscientific issues by One-way ANOVA. To sum up, this study presents the thematic paradigm with comparisons of academic resources and interactive suggestions available for teachers, researchers, textual developers and editors. All confluent approaches of this study will enable students' general education courses imbued with both efficient and entertaining cultivation of scientific learning development.

並列關鍵字

Argumentation and decision-making ； Concept mapping ； Socioscientific issues ； Technological society and life

國際替代計量

概念圖主題之匯流研究強化學生通識課程的社會性科學議題問題解決能力

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