• 作者： 蘇衍丞、林樹聲 (通訊作者：林樹聲)
• 作者服務機構： 1雲林縣南陽國民小學; 2國立嘉義大學數理教育所
• 中文摘要： 本研究旨在以社會性科學議題為情境，應用鷹架教學提升國小六年級學生的論證能力。研究採準實驗研究設計，其中實驗組甲(N = 32)接受口語與寫作鷹架併用的教學，實驗組乙(N = 33)接受只有口語鷹架的教學，控制組(N = 30)則接受一般教學。三組學生於教學前、後分別接受三份社會性科學議題之論證問卷的施測，教學介入持續三週、各六節課。研究結果顯示：教學後，實驗組的後測總分、論點、反論點、補充理由和反駁得分皆顯著高於控制組(p < .01)，且實驗組學生提出的理由較多元且精緻。雖然實驗組甲、乙之間在論證總分和各題得分皆未達顯著差異(p > .05)，但實驗組甲能提出兩個和兩個以上反駁的人數顯著多於實驗組乙(p < .05)。
• 英文摘要： The purpose of the study was to improve the argumentation skills of a sample of sixth graders through scaffolding instruction in socio-scientific contexts. The study utilized a quasi-experimental design. One experimental group (N = 32) received the instruction with oral and writing scaffoldings. The other experimental group (N = 33) received the instruction with only oral scaffoldings. The control group (N = 30) received traditional instruction that contained no specific scaffolding. Each group subsequently completed three argument questionnaires that involved different socio-scientific contexts at the beginning and the end of the instruction. The teaching intervention was six hours for each group. The results showed that the two experimental groups significantly outperformed the control group in the posttest scores of constructing arguments, counterarguments, supplementary warrants and rebuttals (p < .01). Both experimental groups offered more elaborated and multi-perspective warrants than the control group. There was no statistically significant difference between the two experimental groups in any posttest scores (p > .05). However, more students receiving the instruction with oral and writing scaffoldings constructed at least two more valid rebuttals than those receiving the instruction with only oral scaffoldings could.
• 中文關鍵字： 社會性科學議題、國小六年級學生、論證能力、鷹架教學
• 英文關鍵字： * Corresponding author: Shu-Sheng Lin06-林樹聲.indd 366 2012/9/5 上午 11:27:57