• 作者： 楊桂瓊、林煥祥、洪瑞兒
• 作者服務機構： 1國立中山大學 教育研究所; 2國立中山大學 通識教育中心
• 中文摘要： 本研究旨在探討學童透過論證學習活動後，學童論證能力的表現；並分析持有傳統與現代科學本質觀的學童在論證能力成長的差異。研究採前後測準實驗設計，使用「論證文本測驗」和「科學本質量表」為工具，以高雄市某國小五年級一個班級為實驗組進行八週實驗教學，另擇一個班級為對照組，共計51位學童。以描述性統計、單因子共變數分析和相依樣本t考驗等統計方法分析資料。研究發現：(1)實驗組學童在論證文本測驗表現優於對照組(F = 13.65**, p = .00)，具高效果量( .58)，但在論證教學活動後，學童的科學本質並無顯著性提升。(2)持有傳統科學本質觀的學童在論證文本測驗表現優於持有現代科學本質觀的學童(t = -3.44, p < .05)。三、學童的論證能力成長模式由簡到繁，逐漸成熟。
• 英文摘要： This study was designed to explore pupils’ argumentation ability, and understanding about the nature of science flowing from the argumentation activities. A quasi-experimental method with equivalent group pretest-posttest design was employed. One class of 5th graders (N = 22) was selected as the experimental group with 8-week argumentation instruction, and the other class (N = 22) with the similar backgrounds taught with traditional instruction served as the control group. Two instruments: the Argumentation Ability test and the Nature Of Science (NOS) questionnaire were used in pre- and post-tests. The result indicated that the experimental group students outperform their counterparts in argumentation ability. However, there was no significant difference between the two groups on their understanding about the nature of science. Further analysis reveals that the experimental students with a contemporary view of NOS make progress differently from those holding a traditional view of NOS.
• 中文關鍵字： 科學本質、論證能力、論證教學
• 英文關鍵字： Nature of Science, Argumentation Ability, Argumentation Instruction