應用網路化論證提昇國中學生論證能力與化學反應概念改變

Abstract

本研究是以「雙重情境模式」與論證理論為研究設計的理論主軸，同時結合多媒體的網路環境，設計化學反應網路化論證學習課程。研究目的探討實驗組學生(網路化論證學習組)在經由此網路化論證學習課程後與對照組學生(網路化學習組)在化學反應成就、化學反應概念改變二階層、化學反應主題相依論證能力測驗和科學推理測驗之差異。同時針對實驗組學生進行網路論證內容的質性資料分析，以進一步了解學生在網路化論證學習課程實施後化學反應概念的改變情況與論證能力。 研究採用實驗研究法之準實驗設計，研究設計為四班國中二年級學生，分別為二班實驗組71人，二班對照組69人。實驗組運用網路教學模式與小組論證學習，對照組運用網路教學模式學習，進行為期二週的化學反應概念改變教學，以比較二組學生在化學反應成就測驗、化學反應概念改變二階層測驗、化學反應論證主題相依能力測驗和科學推理測驗的差異。並針對實驗組學生在網路化論證學習課程中的論證內容進行論證質性分析。 結果顯示實驗組學生經過網路化論證學習課程後，在化學反應成就、化學反應概念改變二階層和化學反應主題相依論證能力皆較對照組達到更好的學習成效及學習保留效果，科學推理也能達到頗佳的學習成效。逐步迴歸分析發現成就後測對化學反應概念改變二階層後測具有最佳的預測力，其次是論證後測與科學推理後測。在追蹤測方面，成就追蹤測對化學反應概念改變二階層追蹤測具有最佳的預測力，其次是科學推理追蹤測。 分析實驗組學生在網路化論證學習歷程，結果呈現大多數學生在論證學習課程前後個人概念與論證概念正確性有顯著成長。分析參與論證課程次數、論證要素分類正確性與論證要素完整性均有顯著的改變，形成上升再約略增減的起伏情形，顯示學生的論證內涵有所成長。再分析論證各要素，除反駁要素均有顯著的改變，由於概念差異性影響呈現上升再約略增減的起伏。論證內容的質性資料也顯示學生能針對主題概念進行論證，並逐漸成長。不論是質或量的研究結果均顯示網路化論證學習課程可以促進學生概念改變與增進論證能力的提昇。

The purpose of this study is to foster students’ argumentation ability and conceptual change throught the use of Web-based argumentation learning content. The design of Web-based argumentation learning content was based on the Dual Situated Learning Model (DSLM) and argumentation theory. In addition, it also compare the effectivenss between the Web-based argumentation learning content and Web-based learning content on students argumentation ability, conceptual change, and scientific reasoning. . The quasi-experimental design was used in this study. There are four classes of 8th grade students from a middle school involved in this study. Students were randomly assigned into experimental group (71 students)and control group (69 students ). The experimental group received web-based argumentation learning lessons of chemical reaction for two weeks, and the control group received the same web-based content without argumentation. All students received pre-, post, and retention-achievement test, concept change two-tier test and content-dependent argumentation ability test, and scientific reasoning test. In addition, the qualitative data of the experimental group students’ web-based argumentation process also were collected. The results showed that the students of the experimental group significantly outperformed than the control group, regardless of the achievement test, the concept change two-tier test and content-dependent argumentation ability test. Experimental group’s students web-based argumentation process results showed that students’ scientific conceptions made progress from pre- to post-web questions. In addition, students’ argumentation ability also increased, regardless of the amount of arguments students generated and completetness of five component of argumentation across lesson units. The students’ use of argumentation components all significantly increased across lesson units, except rubuttal. It demonstrates students’ argumentation ability and conceptual change were promoted through the use of web-based argumentation learning content.