• 作者： 蔡佩穎、張文華、林陳涌、張惠博(通訊作者：張文華)
• 作者服務機構： 國立彰化師範大學科學教育研究所; 國立臺灣師範大學科學教育研究所; 高雄市立空中大學校長室
• 中文摘要： 培養科學素養包含培養判讀科學新聞的能力，於教學中運用科學新聞是達成此目標的有效途徑，但選用不同類型科學新聞進行教學，可能對學生有不同的效益。因此，本研究擬探討不同性別七年級學生論證科學新聞之差異，以及論證不同類型科學新聞對不同性別學生所產生的學習效益。本研究中，62位學生(男生33人，女生29人)參與融入自然課程的論證科學新聞寫作。資料來源包括對六篇科學新聞(「說明科學研究」與「敘述科學事件」新聞各三篇)的論證寫作，以及協調恆定、生殖遺傳、演化3個學習主題的概念成就測驗。研究者運用Toulmin’s argument pattern提供論證科學新聞的架構，並形成編碼基準來評量學生論證科學新聞的表現。對共計372份科學新聞論證寫作的ANOVA分析結果顯示，在科學新聞論證整體表現、辨識資料、引用根據與提出反駁，女生的表現顯著優於男生。此外，論證不同類型科學新聞的表現與其相關單元概念成就測驗之逐步迴歸分析顯示，「說明科學研究」的論證分數可預測女生的概念成就，「敘述科學事件」的論證分數可預測男生的概念成就。本研究建議教師運用科學新聞來協助學生整合學習內容，且應兼用說明科學研究與敘述科學事件的新聞文本以營造兩性均平的學習環境。
• 英文摘要： Being a scientific literate citizen shall be able to interpret news reports about science progress critically. The structure of science news articles may affect readers’ ways of engagement as well as comprehension of the content. This present study aims to examine gender difference on writing to argue with science news authors and the association between their argumentation performance and cognitive outcomes. Sixty-two students (33 Boys, 29 Girls) from two classes in one secondary school in middle Taiwan took part in the study. Data sources included students’ measures on three achievement tests- Regulation-Homeostasis, Reproduction-Genetics, and Evolution, and their written argumentation about three science news articles that exposit current science research progress and three science news articles that narrate events of science. Toulmin’s argument pattern was applied to develop a writing frame for students to analyze selected news articles. A coding scheme was developed for each news article, and then was applied to grade students’ written artifacts. The results of ANOVAs indicate that boys and girls performed as well on all three cognitive tests. Girls outperformed boys on the overall quality of written
  argumentation, recognizing data, formulating warrants, and proposing rebuttals. Moreover, step-wise regression analyses reveal that the scores of written argumentation about the ‘exposit science research progress’ type of news articles better predict boys’ cognitive learning outcome of corresponding learning unit; whereas, the scores of written argumentation about the ‘narrate
  science events’ type of news articles better predict girls cognitive learning outcomes. Based on the results, it is suggested that teacher should utilize news articles systematically and carefully in order to facilitate students’ learning through arguing with the author of the science news article.
  Selecting both expository and narration types of science news articles will assist to establish a gender-inclusive argumentation learning environment.
• 中文關鍵字： 性別差異、科學新聞、寫作學科學、論證
• 英文關鍵字： Gender Difference, Science News, Writing to Learn Science, Argumentation