• 作者： 林樹聲、黃柏鴻
• 作者服務機構： 國立嘉義大學 科學教育所; 嘉義縣太保國小
• 中文摘要： 本研究探討國小六年級學生經歷社會性科學議題「興建高速鐵路」之知識建構
  後，不同學業成就學生的論證技能之差異與改變。研究採因果比較設計，參與者為一
  位科學教師和68 位學生。藉由分析論證問卷和師生上課對話得知：低、中、高學業成
  就三組學生於論證後測平均得分未達顯著差異（p > .05），前後測平均得分之改變量亦
  然（p > .05），但中學業成就組在提出支持論點之得分改變量顯著優於低學業成就組（p
  < .05）。此外，高學業成就組傾向以「反駁、反駁搭配精緻化理由」或「反駁加上新
  理由」作為支持論點，低學業成就組則以「精緻化論點」或「補充新理由」為主；中、
  高學業成就組較低學業成就組能提出較多的證據敘述。而課堂中參與論證的發言者都
  能提出論點、反論點，或使用反駁。
• 英文摘要： The purpose of the study was to explore the differences between sixth graders with different levels of academic achievement after they experienced the construction of background knowledge about a socioscientific issue–The establishment of high-speed rail. The researcher adopted a causalcomparative research design. The participants were an elementary science teacher and 68 students. The data were collected through an argumentation questionnaire and participant observation. The findings indicated that there was no statistically significant difference (p > .05) among low, middle and high achievers on the posttest for argumentation skills and for the score differences between pretest and posttest. However, middle achievers were significantly different (p < .05) from low achievers on the scores for formulating supportive arguments. Most students elaborated their arguments after the construction of background knowledge. High achievers were inclined to use rebuttals or rebuttals with supplementary warrants or with elaborated warrants as supportive arguments. Low achievers tended to only use supplementary warrants or elaborated warrants as supportive arguments. Meanwhile, low and middle achievers could make arguments, counterarguments or rebuttals like high achievers did when they were asked to have oral argumentations in the classes.
• 中文關鍵字： 論證、社會性科學議題、國小學生、學業成就
• 英文關鍵字： Argumentation, Socioscientific Issues, Elementary School Students, Academic Achievement