以結構式探究教學促進國小學生了解證據和從事論證之行動研究
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Date
2014-12-??
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國立臺灣師範大學科學教育中心
Science Education Center,National Normal University
Science Education Center,National Normal University
Abstract
本研究旨在應用結構式探究教學促進國小學生了解證據和從事論證，同時也探究此一教學實踐上的問題與解決之道。研究採行動研究，以研究者任教的四年級三名學生為對象。授課主題為「交通工具、時間的測量」兩個單元，教學時間歷經兩個月，每週三節課。收集的資料包括「證據概念問卷、論證問卷、學習心得單、半結構式訪談資料、課堂師生對話、教師日誌」等。研究結果顯示：三位學生在教學後對「證據從何而來、證據呈現的形式、如何評估證據的信、效度、利用證據作論證」，皆有更多的了解；在教學過程中，教師遭遇到的問題包括學生「不知道收集的資料可作為證據、不知道如何判斷證據的強弱、不知道如何利用證據證成論點」等。針對這些問題，研究者查閱資料、與指導教授討論後，修正教學。在之後的教學中，教師就不斷地提醒學生有說服力的解釋包含「證據」、「主張」和「理由」，並引導學生「說清楚」自己提出的解釋，藉此訓練學生「提出證據」及「證成論點」，學生的問題因而獲得改善和解決。
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.
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.