期刊目錄列表 - 66卷(2021) - 【教育科學研究期刊】66(4)十二月刊(本期專題:校園成癮行為暨防制)
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針對高中科學論證教學研究回顧與評析
作者:國立臺灣師範大學科學教育研究所湯宜佩、國立臺灣師範大學科學教育研究所張文馨、國立臺灣師範大學科學教育研究所許瑛玿

卷期:66卷第4期
日期:2021年12月
頁碼:217-243
DOI:https://doi.org/10.6209/JORIES.202112_66(4).0008

摘要:
  本研究針對高中科學論證教學相關實證研究進行回顧,透過內容分析方法,瞭解論證教學特徵,期能對如何在課室實施論證教學提出具體建議。為蒐集相關實證研究,本研究使用Scopus期刊數據庫搜尋國外文章,並針對臺灣教育領域三本重要的學術期刊進行國內相關文獻的搜尋,且依三項篩選條件進行人工篩選:一、為實證性研究;二、研究對象為高中教師或高中學生;三、有實際教學實施。總共篩選出24篇文章。根據本研究回顧結果建議,論證教學類型大多採沉浸式論證教學,教學活動設計著重於情境布置,營造能讓學生沉浸於論證對話的學習環境中,以提高學生學習動機和學習投入,故建議沉浸式論證教學應強調營造以學生為主的學習環境來增進同儕與師生對話的機會。而結構式論證教學著重嵌入論證框架於活動、學習單或科學寫作來增進學生對論證結構的理解,建議未來研究若強調增進學生論證能力遷移可嵌入明示的論證框架於教學活動中。

關鍵詞:內容分析、科學教育、論證、論證教學

《詳全文》 檔名

參考文獻:
    1. 洪逸文、湯宜佩(2016)。高中特色課程的開發與實施:以論證課程為例。課程研究,11(3),23-57。https://doi.org/10.3966/181653382016031101002【Hung, Y.-W., & Tang, Y.-P. (2016). Developing and implementing argumentation training curriculum as a high school-based feature curriculum in Taiwan. Journal of Curriculum Studies, 11(3), 23-57. https://doi.org/10.3966/181653382016031101002】
    2. 張珮珊、賴吉永、溫媺純(2017)。科學探究與實作課程的發展、實施與評量:以實驗室中的科學論證為核心之研究。科學教育學刊,25(4),355-389。https://doi.org/10.6173/CJSE.2017.2504.03【Chang, P.-S., Lai, C.-Y., & Wen, M.-L. (2017). The development, implementation and assessment of a scientific inquiry and practice curriculum: The scientific argumentation in the laboratory. Chinese Journal of Science Education, 25(4), 355-389. https://doi.org/10.6173/CJSE.2017.2504.03】
    3. 教育部(2018)。十二年國民基本教育課程綱要。作者。【Ministry of Education. (2018). Curriculum Guidelines of 12-Year Basic Education. Author.】
    4. 黃柏鴻、林樹聲(2007)。論證教學相關實證性研究之回顧與省思。科學教育月刊,302,5-20。https://doi.org/10.6216/SEM.200709_(302).0002【Huang, P.-H., & Lin, S.-S. (2007). Literature review and reflection on the research about argumentation instruction. Science Education Monthly, 302, 5-20. https://doi.org/10.6216/SEM.200709_(302).0002】
    5. 潘怡如、陳雅君、林煥祥(2018)。以科學新聞融入教學提升中學生自我效能及論證能力之探討。科學教育學刊,26(1),71-96。https://doi.org/10.6173/CJSE.201803_26(1).0004【Pan, Y.-J., Chen, Y.-C., & Lin, H.-S. (2018). Promoting secondary school students’ science self-efficacy and argumentation ability with science news instruction. Chinese Journal of Science Education, 26(1), 71-96. https://doi.org/10.6173/CJSE.201803_26(1).0004】
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中文APA引文格式湯宜佩、張文馨、許瑛玿(2021)。針對高中科學論證教學研究回顧與評析。教育科學研究期刊,66(4),217-243。https://doi.org/10.6209/JORIES.202112_66(4).0008
APA FormatTang, Y.-P., Chang, W.-H., & Hsu, Y.-S. (2021). Review of argumentation instruction in senior high schools. Journal of Research in Education Sciences, 66(4), 217-243. https://doi.org/10.6209/JORIES.202112_66(4).0008

Journal directory listing - Volume 66(2021) - Journal of Research in Education Sciences【66(4)】December (Special Issue: Addictive Behavior and Prevention and Control on Campus)
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Review of Argumentation Instruction in Senior High Schools
Author: Yi-Pei Tang (Graduate Institute of Science Education, National Taiwan Normal University), Wen-Hsin Chang (Graduate Institute of Science Education, National Taiwan Normal University), Ying-Shao Hsu (Graduate Institute of Science Education, National Taiwan Normal University)

Vol.&No.:Vol. 66, No. 4
Date:December 2021
Pages:217-243
DOI:https://doi.org/10.6209/JORIES.202112_66(4).0008

Abstract:
  This study aimed to identify the features of argumentation instruction in senior high school classrooms to formulate recommendations for researchers and curriculum developers. Therefore, we searched the Scopus database and three major Taiwan-based journals for relevant studies. In total, 24 articles were selected because they met the three filter criteria of (1) being empirical studies, (2) involving senior-high-school teacher or student participants, and (3) examining classroom teaching practices. The literature review indicates that the immersion-type argumentation instruction attracted the most attention. This type of instruction often establishes an appropriate design-based learning context to enhance students’ engagement and motivation. Several studies indicate that immersing students in a student-centered learning environment can enhance the argument discourse that they engage in with their peers and teachers. The structural-type argumentation instruction stresses the enhancement of students’ understanding of argumentation. Generally, the framework of argumentation is embedded in worksheets and scientific writing activities designed to improve students’ knowledge of the elements of argumentation. These findings highlight the potential of embedding the argumentation framework into teaching activities to improve students’ transfer of learning with respect to argumentation abilities.

Keywords:content analysis, science education, argument, argumentation instruction