• 作者： 李松濤、林煥祥、洪振方
• 作者服務機構： 1海軍軍官學校應用科學系; 2國立中山大學通識教育中心; 3國立高雄師範大學科學教育研究所
• 中文摘要： 本研究的目的是以「探究式教學」作為實驗處理來探討國小學童科學論證能力的變化情形。研究設計以準實驗研究法進行，邀請南部某國小二班共六十一位五年級學童參與。研究工具以自行發展之科學論證能力測驗為主。研究結果顯示，探究式的教學效果對於學生科學論證能力表現的影響是緩慢而漸進的，其影響在一學期後就可以在迴歸分析的結果中被發現。其次，雖然二班學生的科學論證能力在一學年期間都有顯著的成長，但是實驗組的幅度大於控制組，表示除了生理發展因素之外，「探究式教學」可以有效地影響學生的科學論證能力表現。最後，就能力表現的內容來看，「探究式教學」可以在「推理題」與「控制變因題」上讓學童有比較好的能力成長。
• 英文摘要： The purpose of this study was to explore the development of children's science argumentation abilities under the treatment of inquiry teaching. A quasi-experimental design was used and sixty-one elementary students were invited to participate. The effects of inquiry teaching compared to a traditional science teaching approach were assessed using self-developed science argumentation tests. The results indicated that the two teachers' influences on children's science argumentation ability were gradual and the net impacts of their teaching were identified in the regression analysis after six months. In addition, although both classes exhibited significant growth in their science argumentation abilities, the experimental group outperformed their counterparts. It was implied that inquiry teaching can gradually influence children's argumentation performances. Lastly, the test items showed that inquiry teaching can be most helpful for children's reasoning and learning about variable control.
• 中文關鍵字： 科學論證能力、探究式教學、控制變因、推理
• 英文關鍵字： Science Argumentation Ability, Inquiry Teaching, Control of Variables, Reasoning