• 作者： 林宗進、林樹聲、陳映均
• 作者服務機構： 1國立臺灣科技大學 工程技術研究所; 2國立嘉義大學 科學教育研究所
• 中文摘要： 本研究旨在探討大學生對基因改造作物的認知情形與論證的情況，並瞭解兩者的關聯性。研究以問卷收集資料，對象為臺灣嘉義地區80名大學生，結果發現：(1)生物主修學生在「本體論知識」、「認識論知識」、「情境知識」與「知識總分」的得分均顯著優於非生物主修學生的得分（p < .001）；(2)生物主修學生在「人體健康爭議」、「專利權爭議」與「論證總分」顯著優於非生物主修學生（p < .05）；(3)受試者之「本體論知識」、「情境知識」、「知識總分」分別和「論證總分」有顯著正相關存在（p < .05）。文末建議可加強學生對基因改造作物的「本體論知識」，並擴展學生相關於議題的「情境知識」，以提升學生論證的深度與廣度。
• 英文摘要： This study investigated undergraduate students' knowledge, argumentation skills and the relationship between them in the context of a socio-scientific issue -- Genetically Modified Organisms (GMO). Eighty undergraduate students were categorized into two groups: biology majors and non-biology majors. Two open-ended questionnaires were respectively used to evaluate students' argumentation skills and to measure their understanding of three kinds of GMO knowledge -- ontological, epistemological and situational knowledge. The results revealed that biology majors scored significantly higher than non-biology majors in ontological knowledge, epistemological knowledge, situational knowledge and in overall knowledge (p < .001). Biology majors broadly performed significantly better than non-biology majors on argumentation quality (p < .05). A significantly positive correlation exists between the students' argumentation skills and their respective scores on ontological knowledge, situational knowledge and overall knowledge (r = .21-.27, p < .05). The educational implications for improving university students' knowledge about GMO issues and argumentation skills were discussed.
• 中文關鍵字： 大學生、社會性科學議題、知識、基因改造作物、論證
• 英文關鍵字： University Students, Socio-Scientific Issues, Knowledge in Science, Genetically Modified Organisms, Argumentation