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  • 學位論文

高一學生科學問題組對討論中的同儕關係與論證方式的影響分析

A study of the influence of peer relationships and patterns of arguments on 10th grade high school students' dyad discussion about scientific problems

指導教授 : 楊文金
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摘要


本研究主要有兩個目的:(1)探討高一學生組對討論中的相關因素對於判斷科學問題合理性的影響;(2)分析高一學生組對討論時的口語互動資料。實驗對象為台北市兩所高級中學學生,共計7個高一班級參與本研究,其中5個班級進行科學問題的組對討論。以先前發展的班級結構問卷區別出學生的微觀學術地位與微觀同儕地位。主要的研究結果如下: 學生彼此前測答案的衝突型式會顯著地影響最後共識分數的決定方式。學生在大衝突的情境下,會產生較多的「社會影響」的共識分數決定方式,而在微衝突時則會產生較多的「折衷」與「極化」。 微觀理化能力學術地位與微觀同儕科學家意像學術地位對於組對討論有顯著的影響,而微觀友伴關係同儕地位對於組對討論則沒有影響;而且這些地位影響是依賴於組對討論的情境。 學生討論的論證方式可區分為有效論證與無效論證。這並非就邏輯的意義而言,而是就是否當時達成實質性溝通的可能而言。無效性論證有訴諸暴力、攻擊人身、訴諸情緒、猜拳、折衷、與訴諸感覺等;有效性論證有類比、訴諸權威、訴諸實驗、直觀思考或常識、與其他科學性或非科學性的理由等。這些論證方式加強勸服的力量,也說明和印證了共識的取得是經由社會建構的過程。 學生在組對討論中達成共識,事實上是對於言語行為所隱含的的可理解性宣稱、真實性宣稱、真誠性宣稱與正確性宣稱達成共同理解。所以,在討論過程中,他們可以針對任何有效性宣稱提出質疑而有不同的溝通方式。

並列摘要


The present study aimed at: (1) investigating the factors which influenced the 10th grade high school students’ judgments on scientific problems in dyad discussion; (2) to analyzing the discourses of these students’ verbal interaction. Seven 10th grade classes of two Taipei Municipal senior high schools were selected as participants where five classes participated in dyad discussion. All students’ academic micro-status (ams) and peer micro-status (pms) were determined according to the “Questionnaire of Classroom Structure ” developed previously. Major findings were as following: 1. The degree of conflict between students’ preconceptions influenced the patterns of consensus reached. In case of high degree of conflict, more “social influence” was observed. On the other hand, more “compromise” and “polarization” were observed in case of low degree of conflict. 2. Both the students’ ams of scientific ability and ams of images of peer-scientists significantly influenced the consensus reached in dyad discussion, whereas the students’ pms of friendships didn’t. The influence of status depended on the situation of dyad discussion. 3. The patterns of students’ arguments were classified as valid and invalid. This was not in terms of logic but according to the possibilities of practical communication in dyad discussion. Invalid arguments included appealing to force, attacking opponents, emotional reaction, guessing games, compromises, and feeling. Valid arguments included appealing to analogies, experiments, intuitive thinking or common sense, and other scientific or nonscientific reasons. Both valid and invalid arguments increased the power of persuading someone; this also explained and confirmed that the consensus reached was socially constructed. 4. To reach consensus in dyad discussion was actually a process for students to mutually recognize understandable comprehensibility claims, truth claims, truthfulness claims, and rightness claims, which were implied in speech acts. In dyad discussion, the students might question the validity of any claim and this made patterns of communication different.

被引用紀錄


蕭雅文(2013)。隱喻模式應用於高中國文論證教學之研究〔碩士論文,國立中正大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0033-2110201613542463

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