數位化高中基礎化學論證整合網路資訊搜尋課程之研究

Abstract

本研究以論證理論為研究設計的主軸，同時結合網路資訊搜尋與基礎化學網路化論證學習環境，設計個人論證教學模式與小組論證教學模式進行網路化論證學習課程。研究目的為探討網路化小組論證教學模式與網路化個人論證教學模式經由網路化論證課程後在概念建構、論證能力的差異。同時針對兩組教學模式的學生在網路化論證學習歷程與網路資訊搜尋進行分析，深入了解學生在網路化論證課程實施後化學概念建構與論證內涵的品質成長情形。 研究採用準實驗設計法，研究設計將常態分班之三班高一學生分為兩組，分別為網路化個人論證教學模式61人與網路化小組論證教學模式62人。兩組進行為期六週的網路化基礎化學論證教學，比較兩組學生在基礎化學主題相依二階概念測驗與基礎化學主題相依論證能力前測與後測的差異，同時針對兩組學生在網路化論證學習歷程中，分別就化學概念、論證能力、網路資訊搜尋的論證內涵與使用頻率進行質性分析。 結果顯示兩組教學模式的學生在化學概念與論證能力均進步，但是兩組比較上則化學概念與論證能力上均未達到顯著差異。在網路化論證學習歷程中，顯示兩組教學模式的學生在概念正確性總次數均隨單元有顯著增加。在論證能力隨著不同論證要素，其論證的量整體表現也有進步的趨勢，兩組教學模式在單元三達顯著差異，即網路化個人論證高於網路化小組論證教學模式。在網路資訊搜尋的質性分析，結果顯示兩組教學模式的學生會使用不同的網路資訊搜尋策略。個人論證教學模式在形成宣稱的網路資訊搜尋總頻率有顯著高於小組論證教學模式，表示網路化個人論證教學模式的學生藉由較頻繁的網路資訊搜尋加強先備知識的完整性。而網路化小組論證教學模式在形成支持的網路資訊搜尋總頻率有顯著高於個人論證，表示網路化小組論證教學模式的學生除了網路資訊搜尋，還可以藉由同儕的論點幫助形成自己的論點。 經由上述結果，本研究顯示經過網路化論證教學模式，兩組網路化論證教學模式的學生都可以透過網路資訊搜尋提升化學概念與增進論證能力。

The design of Web-based chemistry argumentation learning content integrated with Web-searching strategies was developed for high school chemistry course. This study is to examine its effectiveness on 10th grade student’s scientific concepts, scientific argumentation ability and Web-searching behavior between two different Web-based scientific argumentation programs, one with a self-argumentation component and the other with a group argumentation component. The quasi-experiment design was adopted in this study. There are three classes of 10th grade students participated in this study. Students were randomly assigned into the self-argumentation component (61 students ) and the group-argumentation component (62 students ). All 123 students received Web-based argumentation learning lessons of chemical reaction for six weeks. Both groups were administered a pre- and post- chemical conceptual achievement two-tier test and a content-dependent argumentation ability test. In addition, qualitative analysis of the learning progresses for chemical conceptions, argumentation ability, argumentation content and frequency of Web-searching was applied for the two groups. Results showed that the students of both groups’ chemical conceptual and argumentation ability increased, however, no statistically significance difference level was observed between self-argumentation and group-argumentation conditions. The results of the Web-argumentation process showed that both groups students’ correct scientific concept significantly increased as time went on, as well as the amount of argumentations they generated. Additionally, the use of Web-searching strategies is somewhat different between two groups. The self-argumentation group significantly outperform than the other group on their amount of Web-searching behavior while forming their claim. It implies that students of self-argumentation group need more Web-searching to help them formulating their claim arguments. However, group-argumentation group significantly outperform than another groups on their amount of Web-searching behavior while forming their backing arguments. It implies that students form their arguments not only from their peers but also from Web-searching. This study demonstrated that both self and group-argumentation can improve their chemistry concepts and argumentation ability with the help of using Web-searching functions.