國小四至六年級科學論證能力量表發展與研究

陳鈺翔

18.204.42.98，Hello！

Close
Search Quick Search Advanced Search Publication Search	Personal Service Member Login Searching History Use Bonus Card SYMSKAN
Browse Browse by University of Graduate Thesis Browse by Pinyin of Graduate Thesis Browse by Conference Proceedings Topic Browse by Conference Proceedings Publisher Browse by Pinyin of Conference Proceedings Browse by eBook Category Browse by eBook Topic Browse by eBook Publisher
Customer Services Authorize Airiti Recommend a Journal

Search Symbol (Half-width)	Description of Search Symbols
Space	"AND" indicates the intertwining of key terms used in a search
Double Quotation Marks ("") ( " " )	Double quotation marks indicate the beginning and end of a phrase, and the search will only include terms that appear in the same order of those within the quotations. Example: "image process" ： " image process "
?	Indicates a variable letter. Entering two ? will indicate two variable letters, and so on. Example: "Appl?", search results will yield apple, apply… e , appl y … ( (often used to English word searches) )
*	Indicates an unlimited number of variable letters to follow, from 1~n. Example: Enter "appl*", search results will yield apple, apples, apply, applied, application…(often used in English word searches) e , appl es , appl y , appl ied , appl ication … ( (often used to English word searches) )
AND、OR、NOT	Boolean logic combinations of key words is a skill used to expand or refine search parameters. (1) AND (1) AND: Refines search parameters (2) OR (2) OR: Expands search parameters (3) NOT: Excludes irrelevant parameters

DOI stands for Digital Object Identifier （ D igital O bject I dentifier ） ,
and is the unique identifier for objects on the internet. It can be used to create persistent link and to cite articles.

Using DOI as a persistent link

To create a persistent link, add「http://dx.doi.org/」「 http://dx.doi.org/ 」 before a DOI.
For instance, if the DOI of an article is 10.5297/ser.1201.002 , you can link persistently to the article by entering the following link in your browser: http://dx.doi.org/ 10.5297/ser.1201.002 。
The DOI link will always direct you to the most updated article page no matter how the publisher changes the document's position, avoiding errors when engaging in important research.

Cite a document with DOI

When citing references, you should also cite the DOI if the article has one. If your citation guideline does not include DOIs, you may cite the DOI link.

DOIs allow accurate citations, improve academic contents connections, and allow users to gain better experience across different platforms. Currently, there are more than 70 million DOIs registered for academic contents. If you want to understand more about DOI, please visit airiti DOI Registration （ doi.airiti.com ）。

Data Source

College of Science > Department of Science Education
Social Sciences > Education

Bibliography Management Tool

Related Links

Report an Issue

Search in Library

There is no full-text available at the moment. Airiti would like to request author's authorization. I would like to provide authorization.

國小四至六年級科學論證能力量表發展與研究

The Development of a Scientific Argumentation Scale and it’s Application on Measuring 4th, 5th and 6th Graders’ Abilities

陳鈺翔 , Masters　　Advisor：盧玉玲　　

繁體中文

三因子變異數；年級差異；性別差異；科學論證；能力量表；學習環境； Science argument ； three-way ANOVA with interaction ； ability scale ； learning environment ； grade difference ； gender difference

Abstract │ Reference (71) │ Times Cited (3) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

This study aims to build a scientific argumentation scale on 4th, 5th and 6th graders. Moreover, this study investigates students’ learning environment differentiation, grade difference, and gender difference on scientific argument ability scale so that this study can be applied to the future study.
One thousand ,five hundred and fifty-six students included 4th, 5th and 6th graders from thirty elementary schools participated in this study. The result indicated not only the adaptation and procedure of designing the science argument questionnaire but also the students’ current performance on scientific argumentation scale.
The researcher investigated the testing data according to the students’ learning environment differentiation (northern , central, southern Taiwan), grade difference  (4th, 5th, 6th) and gender difference (male, female) on their scientific argumentation scale, trying to understand whether there is a significant difference among these three variables. 
 The researcher also analyzed their performance on the scientific argumentation questionnaire in this study, and the researcher is eager to figure out if there is a significant difference among graders. The results are listed as follows:
1. Scientific argumentation scale has been proved that it has excellent validity, reliability, and degree of difficulty after taking the reliability, validity, degree of difficulty and degree of discrimination analysis.
2. Performance overview of 4th , 5th , and 6th graders on scientific argumentation scale.
(1) 4th graders only perform well on claims while other aspects are not good. 
(2) 6th and 5th graders’ performance on correction response rate of claim, data, backings are much better than their performance on rebuttals and warrants.
(3) Results of three-way ANOVA with interaction analysis on scientific argumentation scale. 
?? The result of scientific argumentation scale indicated that there is no significant correlation among different learning environment, graders, and genders after taking three-way ANOVA with interaction analysis.
?? Result of simple main effect on scientific argumentation scale including learning environment differentiation, grade difference, and gender difference. Moreover, There is a significant difference on students’ learning environment : Based on 4th 5th and 6th graders’ average score after taking the experiment. The results indicate that students in northern Taiwan perform better than students in central Taiwan. Students in central Taiwan perform better than students in southern Taiwan, and there is no significant difference among different graders and genders.

Reference ( 71 ) 〈TOP〉

李如偉、蘇明洲、黃湃翔、呂仲誠、高慧蓮（2012）。以科學讀寫模式提升國小學生論證能力之研究。科學教育學刊，20（6），483-514。
連結：
林志能、洪振方（2008）。論證模式分析及其評量要素，科學教育月刊，312，2-18。
連結：
林宗進、林樹聲、陳映均（2010）。大學生對基因改造作物議題的認知與論證能力之研究.。科學教育學刊，18（3）， 229-252。
連結：
林樹聲、黃柏鴻（2009）。國小六年級學生在社會性科學議題教學中之論證能力研究─不同學業成就學生間之比較。科學教育學刊，17（2），111-133。
連結：
林燕文、洪振方（2007a）。對話論證的探究中學生論述策略對促進科學概念理解之研究。屏東教育大學學報，26，285-324。
連結：

Times Cited (3) 〈TOP〉

Altmetrics

〈TOP〉

E-mail ：

When an article is available to download, a notice will be sent to your mailbox address.

E-mail ：