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|Other Titles:||An Action Research to Advance 4th Graders’ Understanding of Concept of Evidence and Abilities to Make Argumentation through Structured Inquiry Instruction|
and Shu-Sheng Lin
Science Education Center,National Normal University
The study adopted action research approach to improve fourth graders’ understanding of concept of evidence and abilities to make argumentation through structured inquiry instruction. The researcher and three students involved in this study. The instructional units were “Transportation tools” and “Time measurement”. The period of teaching time lasted two months, two hours each week. Data collected included questionnaire about concept of evidence, argumentation skills questionnaire, learning sheets, semi-structured student interviews, teacher’s journals, and classroom observation and dialogues. The results showed that three students had great improvements in understanding the sources of evidence, the type of evidence, evaluating evidence, and formulating evidence-based argumentation. During the period of teaching, the problems the researcher faced included that the students did not know the collected data could serve as evidence to support conclusion. They were not able to judge the strength of evidence, and could not justify their arguments with appropriate evidence. Through reading papers, constant reflection, and discussing the instruction with the thesis advisor, the researcher further revised some of the teaching contents to enhance the students’ understanding of evidence, a claim, warrants and their relationships, and gave them more opportunities to formulate evidence and justify arguments with evidence. The implications were discussed with respect to the instruction and further studies in the future.
|Appears in Collections:||科學教育月刊|
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