網路論證的教學策略對國中學生生理概念與論證學習成效

The effectiveness of argumentation on middle school students’ physiology concepts construction and argumentation ability

藍珮菁(Lan. Pei-Ching)

指導教授 ： 佘曉清

國立交通大學/人文社會學院/教育研究所/碩士(2012年)

https://doi.org/10.6842/NCTU.2012.00656

摘要

本研究目的是探討網路小組論證學習課程以及個人課室論證學習課程，對於國中學生生理學習成就、二階生理另有概念與論證能力之影響。研究採用實驗研究法之準實驗設計，研究對象為台灣北部某所國中國一學生2班級共70人，分為實驗組1班與對照組1班。實驗組進行七週共約五堂課數位學習的網路小組論證學習課程，對照組進行紙筆模式的個人課室論證學習，比較兩組學生在生理成就測驗、二階層生理另有概念測驗與生理相依論證能力測驗的差異，並分析三者與學生另有概念改變之關係。
研究結果顯示實驗組學習後生理成就測驗有顯著進步，對照組在生理相依論證能力測驗有顯著進步，顯示網路小組論證學習課程可增進學生的生理知識學習成就，個人課室論證學習課程有助於學生的論證能力的增進。。以共變數分析比對在經過學習課程後，生理成就測驗、二階層生理另有概念測驗與生理相依論證能力測驗，實驗組與對照組測驗成績均無顯著差異，顯示網路小組論證學習課程以及個人課室論證學習課程對學生的學習效果相近。本研究亦分析三種測驗間的相關性與迴歸，結果顯示，生理成就測驗前測對二階層生理另有概念測驗後測具有推測力，生理成就測驗後測為二階層生理另有概念測驗後測最佳預測因子，其次為生理相依論證能力後測。

關鍵字

論證 ； 生理另有概念 ； 學習成就 ； 網路 ； 二階層測驗

並列摘要

The purpose of this study was to explore the impacts on middle school students’ physiology learning performance, concepts construction and argumentation ability through the use of a group web-based argumentation learning program and personal class rhetorical argumentation learning program.
The quasi-experimental design was used in this study. There are two classes of 8th grade students from a middle school involved in this study. One class of students received group web-based argumentation learning program (experimental group) fort 5 classes periods, each of 45 minutes. The other one class of students received personal argumentation learning program (control group). All of the students received physiology learning performance test, two-tier physiology alternative concept test, and physiology-dependent argumentation test before and after learning.
Results showed that the experimental group made progress from pre to post of the physiology learning performance test; and the control group made progress from pre to post of the physiology-dependent argumentation test.The comparison result of physiology learning performance test, two-tier physiology alternative concept test, and physiology-dependent argumentation test between two groups shows no siginificent difference.
The Stepwise Regression result indicated the best predictor for post two-tier physiology alternative concept test is post physiology learning performance test, followed by the post physiology-dependent argumentation test.

並列關鍵字

argumentation ； physiology alternative concepts ； learning performance ； web-based learning ； two-tier test

參考文獻

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