張文華Wen-Hwa Chang邱廷祐Ting-Yu Chiu2019-09-052017-2-222019-09-052013http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0699430606%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/104407本研究將社會性科學議題導入高中基礎生物教學中，藉此探討高一學生在進行議題教學前後，是否會影響學生在面對相同的道德陳述句時，道德判斷上會有所差異，並且，不同的學生特質，是否會在不同的陳述句內容或結構，在道德判斷上有所差異。研究對象為新北市內一所公立高中，有效樣本為159人。由於道德判斷具有強烈主觀性，本研究採用Q方法來檢測學生的道德判斷，利用自行編製之Q樣本施測之，這些Q樣本被設計為單一陳述句，陳述句加結果，陳述句加結果加影響等三種類型，其內容包括基因轉殖、入侵外來種與環境汙染等議題。 　　研究結果為：一、受試者在教學前後面對單一陳述句，與提及技術、結果與造成影響之陳述句之道德判斷上會有差異，並且教學後之道德判斷會向中立道德遷移。二、受試者在陳述句內容為入侵外來種與環境汙染前後測之道德判斷會有差異。三、不同性別的學生在後測中做單一陳述句的道德判斷時有顯著差異。四、不同性別的學生在後測中於環境汙染陳述句做道德判斷時有顯著差異。五、不同類組傾向學生之道德判斷在不同結構的陳述句與不同內容的陳述句間皆無顯著差異。最後，探討教學前後道德判斷改變的原因。利用因素分析將前後測Q分類之道德判斷差異結果萃取出五個因素，並利用晤談的方式分別命名為不主動改變主張、延遲判斷、無法決定、本質判斷、外部控制等。The purpose of this study is to develop the Socio-scientific Issues (SSI) instruction in biology curriculum for Taiwanese senior high school freshmen, and to explore students' moral judgment in different types of issues. The 159 participants were from a public senior high school in New Taipei City. Considering moral judgment is strongly subjectivity, this study used Q methodology to measure students' moral judgment before and after the instruction. The statement items in Q methodology was found in textbook, websites, newspapers or journals which including gene modify, invader species, and environment pollution. The data analysis indicated that, first, students had done significantly different moral judgment in the same statement before and after instruction in single sentence which contained only an event or a technology. Second, students had done significantly different moral judgment in the same statement which included issues of invader species and environment pollution. Third, different gender students would make different moral judgment in single sentence. Fourth, there was no significant difference between moral judgments made by students with different academic tendency. Finally, we explored the reason of the moral judgment change between pre-test and pro-test for first stage Q-sort and second stage Q-sort. In first stage Q-sort, we separated students into 3 groups and interviewed selected participants from each group. In second stage, we used Q factor analysis to extract participants into 5 groups, and interviewed for each groups to get deeper understandings about the factors.Q方法因素分析社會性科學議題道德判斷議題導向教學Q methodologyFactor analysisSocio-scientific issuesMoral judgmentIssue-based instruction