自尋社會性科學議題素材對不同批判思考傾向學生批判思考能力與科學學習成就的影響
No Thumbnail Available
Date
2015
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
本研究旨在探討自尋社會性科學議題討論素材對不同批判思考傾向的七年級學生的批判思考能力、科學學習成就的影響，以及批判思考傾向、批判思考能力、科學學習成就三者之相關性。研究設計採準實驗研究法，研究對象為四個班級的七年級學生，共110位。隨機分派為實驗組與對照組。實驗組（n = 54）在進行社會性科學議題教學時，讓學生上網自行搜尋各面向素材；對照組（n = 56）則用老師準備的素材進行議題討論。研究工具採陳萩卿編製之「批判思考傾向量表」以及Ennis、Millman、Tomko等人編製之「康乃爾批判思考測驗Ｘ級」中文版，並蒐集課堂中學生論證學習單以評定學生的論證品質，生物科段考代表科學學習成就。以單因子共變數分析、雙因子共變數分析、積差相關、迴歸分析做量化數據統計，並輔以學生晤談資料。研究結果發現：一、自尋社會性科學議題素材對批判思考傾向高的學生的批判思考能力有較大助益；二、在SSI課程中學生的學習歷程對批判思考能力有影響。如：論證品質、資料搜尋行為；三、批判思考能力與科學學習成就有正向關係。根據研究結果，我們認為：教師可透過自尋議題素材的方式實施社會性科學議題教學，提供低批判思考傾向學生更多引導與幫助的教學。
The purposes of the study were to investigate the impact on different critical thinking disposition, students’ critical thinking ability and Science learning performances by discussing socio-scientific issues (SSI). This study adopted a quasi-experiment design. Four classes of seventh graders in a junior high school in the New Taipei city were invited to participate. Two classes (n = 110) were randomly assigned as the experimental group (n = 54) which could search materials on Internet for SSI discussions and the others as the comparison group (n = 56) which were given materials by the teachers. The present study selected genetic counseling and genetically modified organism as SSI topics. Research instruments included Cornell Critical Thinking Test, Level X (CCT-X), California Critical Thinking Disposition Inventory (CCTDI) and the students’ biology grades represented students’ learning performance. The collected data are analyzed by quantification statistics, such as Pearson’s correlation, regression analysis, one-way ANCOVA and two-way ANCOVA. The data analysis indicated that, first, after searching materials on Internet for SSIs, students who were high critical thinking appraisal significantly can improve critical thinking ability. Second, students’ learning process affected critical thinking ability, such as argumentation quality, information-seeking behavior. Third, science learning performances and critical thinking ability have a positive relationship. According to the findings, teachers may let students search SSI materials on Internet and provide further instruction.
The purposes of the study were to investigate the impact on different critical thinking disposition, students’ critical thinking ability and Science learning performances by discussing socio-scientific issues (SSI). This study adopted a quasi-experiment design. Four classes of seventh graders in a junior high school in the New Taipei city were invited to participate. Two classes (n = 110) were randomly assigned as the experimental group (n = 54) which could search materials on Internet for SSI discussions and the others as the comparison group (n = 56) which were given materials by the teachers. The present study selected genetic counseling and genetically modified organism as SSI topics. Research instruments included Cornell Critical Thinking Test, Level X (CCT-X), California Critical Thinking Disposition Inventory (CCTDI) and the students’ biology grades represented students’ learning performance. The collected data are analyzed by quantification statistics, such as Pearson’s correlation, regression analysis, one-way ANCOVA and two-way ANCOVA. The data analysis indicated that, first, after searching materials on Internet for SSIs, students who were high critical thinking appraisal significantly can improve critical thinking ability. Second, students’ learning process affected critical thinking ability, such as argumentation quality, information-seeking behavior. Third, science learning performances and critical thinking ability have a positive relationship. According to the findings, teachers may let students search SSI materials on Internet and provide further instruction.
Description
Keywords
社會性科學議題, 批判思考能力, 批判思考傾向, Socio-scientific Issues, Critical thinking ability, Critical thinking disposition