議題中心教學法對國小學生批判思考能力影響之實驗研究

潘志忠

doi:10.7073/JNHTCA.200306.0053

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P53 - 88

Social Sciences > Education

DOI： 10.7073/JNHTCA

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議題中心教學法對國小學生批判思考能力影響之實驗研究

An Experimental Study of the Effects of the Issues-Centered Approach on Elementary School Students' Critical Thinking

潘志忠(Tan Chih-Chung Pan)

花蓮師院學報（教育類）； 16期 (2003 / 06 / 01) ， P53 - 88

繁體中文 DOI： 10.7073/JNHTCA.200306.0053

議題中心教學法；爭論性議題；批判思考能力；社會科教學； issues-centered approach ； controversial issues ； critical thinking ； social studies

Abstract │ Times Cited (14) │ Altmetrics

Abstract 〈TOP〉

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This study has two major purposes: First, to explore the impact of the issues-centered approach on critical thinking. Second, to investigate the students' opinions about the issues-centered approach. 
Pretest-posttest control group design was used in this study. The sample was composed of 72 six-grade students selected from Shi Jian Elementary School in Taipei city. The students were assigned into control and experimental groups. The experimental groups attended the issues-centered social studies curriculum two teaching hours per week for a school year, while the control group did not receive any experimental treatment.
The quantitative data included (1) the Revised Test of Conell Critical Thinking (Level X), which was applied to the experimental and control groups for pre and post tests. (2) Issues-Centered Approach Evaluation which was applied to the experimental group after the intervention.
The major findings were as below:
First, the experimental group's total and ”induction” scores of Critical Thinking Test were significantly higher than the control group, while the two groups' scores of ”deduction”, ”credibility” (observation),” and assumptions” did not show significant differences.
Second, the effects of the interaction between the groups and social economic status (SES) on Critical Thinking Test was significantly different. The students with low SES background in the experimental group got higher score of Critical Thinking than the students with low SES background in the control group. However, the interaction between the groups and social studies academic achievement on the total and the sub-test scores of Critical Thinking Test did not show significant differences. . Students with different social studies academic achievement showed significantly different critical thinking ability.
Third, the students had high appraisal of the issues-centered program. They indicated that the issues-centered approach promoted their expression ability and the learning interest of the social studies. The students ranked order of their favorite issues as follows: 1. Human cloning. 2. Do you agree to be a Japanese as follows: 1. Human cloning. 2. Do you agree to be a Japanese fashion follower? 3. Should Taiwan build the fourth nuclear power plant? 4. Do you agree with making friends through the internet? 5. Cultural reservation and ecological protection.
Finally, the study provided several suggestions for social studies teaching and further studies.

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