探討高中生於探究導向的社會性科學議題學習中（SSIBL）之探究能力表現—以「減碳」議題為例

Abstract

基於相關研究的缺乏與研究者自身教學的反思，鮮少有完整探究歷程的教學活動與訓練。因此，本研究以「減碳」議題為主軸設計SSI課程，透過探究導向的社會性科學議題學習（SSIBL）的訓練後，探討高中生的探究能力（發現問題、規劃與研究、論證與建模）改變情形，以及於課程期間的探究能力表現情形。本研究採單一組前測、後測設計，以便利取樣的方式選取臺北市某高中高二學生共49名為研究對象，並進行五週十節課的教學實施（課程名稱：減碳產電小大師）。研究過程中蒐集學生於探究能力測驗與SSI課程學習單的作答內容，並透過描述性統計、無母數檢定法之魏氏考驗，以及U考驗進行研究結果分析。研究結果發現：（一）SSI課程對於整體學生的探究能力皆有顯著幫助，進步幅度最大的為「發現問題」，其次是「規劃與研究」，而「論證與建模」進步幅度最小。（二）在SSI課程中，整體學生的作答表現結果顯示最佳的為「發現問題」，接著依序是「規劃與研究」以及「論證與建模」。（三）先備探究能力較高的學生在SSI課程學習單中的探究表現優於先備探究能力較低的學生，但進一步分析只有「論證與建模」的探究子能力有顯著差異。（四）先備探究能力較低的學生，其探究能力進步幅度明顯優於先備探究能力較高的學生。本研究期許發展的SSI課程能幫助教師於教學現場中提供學生完整的探究歷程與提升其探究能力，亦建議未來如有相關研究，可融入學生「表達與分享」的內容並蒐集其資料進行研究分析。

This study aimed to explore the effect of the SocioScientific Inquiry-Based Learning (SSIBL) learning module on high school students’ inquiry abilities (including recognizing the questions, planning the research, and argumentation and modeling) in an issue about “Carbon Reduction.”The one-group pretest-posttest design was adopted. A total of 49 11th graders from Taipei City participated in this study via convenient sampling. Students’ responses to the pre-and post-tests of inquiry ability and worksheets were collected and analyzed. The results revealed that: (1) Students’ inquiry ability improved significantly after the SSIBL learning module, especially in recognizing the questions. (2) The analysis of students’ worksheets indicated that students demonstrated better performance in recognizing the questions than the other two. (3) In contrast to students with lower prior inquiry abilities, students with higher prior-inquiry abilities exhibited significant improvement in argumentation and modeling in the SSIBL learning module. (4) Students with lower prior inquiry abilities showed a significant improvement in inquiry abilities after receiving the SSIBL learning module compared to those with higher prior inquiry abilities.These results bring some insights to the teachers of infusing the SSIBL framework into their classrooms to improve students’ inquiry abilities. Also, further study in examining students’ ability to “communicate and share” is encouraged because it is a critical ability in the inquiry practice.