- 作者: 陳文正、古智雄、許瑛玿、楊文金
- 作者服務機構: 1國立東華大學科學教育研究所 2國立臺灣師範大學科學教育研究所
- 中文摘要: 本研究主要探討概念卡通論證教學如何促進學童之論證能力,並分析教學前後,個案學童「論證能力」及「對科學的態度」之變化情形。本研究採單組前後測設計,以東臺灣某國小高年級21位學童為研究對象,施以概念卡通策略之論證教學共六週六個單元。主要研究工具有自編的「論證能力測驗卷」及龍麟如(1997)的「國小高年級學童對科學的態度量表」。研究發現:經過概念卡通論證教學後,研究對象的論證能力表現得到提升。進一步以自然學業成就表現分析學童學習論證的成效,其中,低分組、中分組及高分組學童學習論證的表現有所不同。在「對科學的態度」方面,學童只在「對參與科學探討活動的態度」的提升達顯著性差異,其餘三個分項則無。最後,依據研究結果,提出三項研究建議。
- 英文摘要: The purpose of this study was to explore the effects of concept cartoon argumentation instruction on students' argumentation ability. The difference between students' "argumentation ability" and "attitudes toward science" after implementing this argument instruction was analyzed. A one-group pretest-posttest design was adopted in this research. The subjects were 21 upper graders in a remote elementary school. Based on the concept cartoon strategy, experimental argumentation instruction was provided during six consecutive weeks. The self-designed "paper-and-pencil test on argumentation ability" and "Attitudes Toward Science Scale (ATSS)" designed by Lung (1997) were used in the study. The results indicated that using the concept cartoon strategy in argumentation instruction could enhance the students' argumentation ability. However, there was difference in argumentation performance between high- , mid- and low-score groups. With respect to pre- and post-test analyzing of ATSS, the sub-scale of the attitudes toward participating in science activities and inquiry showed significant difference after implementing the argumentation instruction, but none of the other three sub-scales did. Based on the research results, three research implications are suggested.
- 中文關鍵字: 概念卡通、對科學的態度、論證、論證教學
- 英文關鍵字: Concept Cartoon, Attitudes toward Science, Argumentation, Argumentation Instru