論證教師研習對科學教師之學習成效及影響因素之探討

Exploring factors and learning outcomes of an argumentation professional development program

李孟玲(Meng-Ling Lee)

指導教授 ： 王嘉瑜 ； 佘曉清

國立交通大學/人文社會學院/教育研究所/碩士(2014年)

https://doi.org/10.6842/NCTU.2014.00061

摘要

本研究目的是探討科學教師參與科學探究與論證研習活動，對主題相依論證能力、論證教學新知關注程度、論證教學觀點及論證能力的影響。研究以參與科學探究與論證研習活動的18名教師為對象，採用之研究工具，分為量化與質性的部份。研究者採用三項量化研究工具，分別為主題相依論證能力測驗、論證教學新知關注量表以及我心目中「良好的論證教學」問卷。欲了解科學教師於研習過程中展現之論證品質，研究者將分別選取兩個小組論證活動以及兩個網路論證活動的對談內容進行論證品質的質性分析。
參與之科學教師在經過為期兩天半的科學探究與論證研習活動後，於主題相依論證測驗有良好的學習成效，顯示教師對各論證要素有更完整的認識，且教師之論證教學之觀點和關注程度均有提升。相關分析亦顯示，教師對論證教學的關注程度與其論證教學觀點的改變有較大的關係，而教師對論證教學的觀點與關注程度和其論證能力並無直接相關。
另外針對教師在科學探究與論證研習活動的學習歷程進行分析，大多數教師在研習後期參與論證之次數以及各論證要素的使用次數有顯著的增加，提出之論證架構愈複雜且愈趨於完整。論證能力亦提升至較高層次，做出更完整的宣稱。

關鍵字

論證教學新知關注 ； 論證教學觀點 ； 論證能力 ； 論證品質

並列摘要

This study explores factors and learning outcomes of an argumentation professional development program. Eighteen science teachers participated in the study. A content-dependent argumentation test, a concern-based questionnaire and a questionnaire for “viewpoints of good teaching” on teaching argumentation were used to analyze the influence on the teachers before and after the program. Qualitive analysis was conducted to explore the improvement of the teachers’ argumentation ability throughout the program.
The results showed that after participating the program, the teachers have had a significant improvement on the measure of the content-dependent argumentation questionnaire. A significant increase on the concern-based questionnaire and on the questionnaire for “viewpoints of good teaching” on teaching argumentation was observed as well. Participants’ score of concern-based questionnaire was associated with their score of viewpoints of good teaching on argumentation. However, these two scores were not related to their performance on the content-dependent argumentation test.
The qualitive results from protocols of the group discussions showed that the frequency of teachers’ participation in argumentation increased across the four units of the program. Furthermore, the teachers’ use of argumentation components all increased across the units, regardless of data, claim, warrant, backing, and rebuttal. In addition, the participants were more capable of using complicated argumentation structures. The results demonstrate that the professional development argumentation program is effective in increasing teachers’ argumentation ability and changing their concerns and viewpoints on teaching argumentation.

並列關鍵字

argumentation ； argumentation ability ； teacher concerns and viewpoints ； professional development

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