分析高中生如何運用證據於思考不確定性科學議題與其知識認識信念之關係

Abstract

目前科學教育著重於培養學生解決問題的能力，科學論證推理與我們的日常生活息息相關，具備論證能力能讓學生在未來遭遇爭議性問題時，做出合理的判斷。而許多文獻指出知識認識信念影響思考論證表現，本研究自編科學文本，探討高中生在面對具不確定性科學議題時，如何運用證據於論證思考及其與知識認識信念的關係。受試者為高中二年級以上之學生共 101 人，學科傾向包含社會組 48 人，自然組 53 人。本研究以論證推理開放性問題檢視學生之論證思考能力，並將質性資料轉化為量化分數，並輔以知識認識信念問卷之量化資料得知其對於科學認識信念之想法，最終依據研究問題進行各項分析。結果如下所述：受試者在完整閱讀文本及相關數據前後，其推理證據分數有顯著的差異，且後者為高。初步閱讀文本後，其論證推理表現與知識認識信念中的研究為本之權威辯證信念有極高的相關性；而在完整閱讀文本及相關證據後，其論證推理表現則與知識認識信念中的發展性較相關。不同的學習者特性亦對論證推理表現及知識認識信念有所影響。研究者認為學生的論證推理表現仍需加強，科學教育應更著重於「論證反駁」這類的進階思考能力，另外對於不同屬性的學生，應提供更多元的學習方式以供學生選擇。Problem-solving is an important competence in science education. Having the ability of scientific argumentative reasoning allows students to make proper decisions when dealing with controversial issues. Many studies have pointed out that Justification beliefs influence the performance of argumentative reasoning. This study analyzed how high school students incorporate evidence into reasoning on a science-uncertain issue, as well as the effect of Justification beliefs. Participants were 101 high school students, including 48 students from the social sciences group and 53 from the natural sciences group. These students were invited to participate in a reading activity. Students' performance of argumentative reasoning was examined by several open-ended questions which were embedded in the issue-related reading material. The reading activity was divided into two reading sections. Students’ responses to the open-ended questions were then analyzed by the content analysis. A quantitative questionnaire developed in a previous study was used to assess students' Justification beliefs. Findings of the studies were listed as follows. First, there was a significant difference instudents' use of evidence before and after reading the full text including data. After the initial reading, students' performance of argumentative reasoning showed a strong correlation with beliefs about justification by research-based authority. After reading the full text including d evidence, their reasoning performance was more strongly related to beliefs about development in science. Additionally, earner characteristics were also found to influence both argumentative reasoning performanceand epistemic beliefs. The study result suggests that students' argumentative reasoning ability still needs to be strengthened. Science education should place more emphasis on higher-order thinking skills. Moreover, more diverse learning approaches should be provided for students with different characteristics.