本研究探討我國八年級學生在社會性科學議題上論證能力的表現和其科學認識觀對於其論證能力的影響。研究對象採樣方式為便利取樣，對象為台北縣內一所偏遠地區國民中學的八年級學生，有效樣本數為42人。研究採實驗研究法單組前後測設計，檢視實施以「水庫興建預定地的選定」為主題的論證教學前後，學生的論證能力表現情形以及不同的科學認識觀傾向對於學生論證能力的影響。經「魏克遜符號等級考驗」(Wilcoxon signed ranks test)統計分析，發現論證教學前後學生整體的論證能力表現，以及「提出論點」、「提出前提」、「提出支持性論點」、「提出證據」與「提出反論點」五項論證子能力的表現都沒有顯著的改變(p<.05)，學生整體的科學認識觀以及「科學的創造性(IC)」、「科學知識的暫時性(CT)」、「社會協調性(SN)」、「文化影響面(CU)」四個項度在論證教學前後皆沒有顯著的改變，僅有在「探究過程的理論依據性(TL)」這個項度得分於論證教學後有顯著的下降(p<.05)，表示學生對科學探究過程的理論依據性於論證教學後更傾向邏輯實證主義的科學認識觀。進一步以「魏氏－曼－惠特尼考驗 (Wilcoxon-Mann-Whitney test)」檢定學生科學認識觀傾向(偏向建構主義的認識觀或偏向邏輯實證主義的認識觀)對於其整體論證能力表現以及各項論證子能力(提出論點、提出前提、提出反論點、提出支持性論點，以及提出證據)的影響，結果發現，不同科學認識觀傾向的學生在整體論證能力和「提出支持性論點」這項論證子能力於論證教學前後的進步幅度達顯著(p<.01)，表示科學認識觀越傾向建構主義的學生，在經過論證教學後其整體論證能力以及「提出支持性論點」的能力會越好。

This study aimed to explore the development of eighth graders’ argumentation skills and scientific epistemological views through socioscientific issues-based instruction, and the relationship between their argumentation skills and scientific epistemological views. After selecting 42 participators from a remote middle school using convenience sampling, we used the one-group and pre-posttest experimental design to examine the effect of socioscientific issues-based instruction. The results showed that students’ generating arguments, counterarguments, backings, evidences, and qualifiers were not improved significantly after the instruction. Moreover, their scientific epistemological views in the theory-laden exploration of science had changed significantly and were closer to the view of logical positivism. Furthermore, we found that there was a significant difference in argumentation skills between students with different scientific epistemological views, especially in generating backings. Students whose scientific epistemological views tended to constructivism epistemological views would have better argumentation skills after the socioscientific issues-based instruction.

第一章 緒論-------------------------------------------------1
第一節 研究背景與動機---------------------------------------1
第二節 研究目的--------------------------------------------5
第三節 研究問題--------------------------------------------6
第四節 研究的重要性-----------------------------------------7
第五節 名詞釋義--------------------------------------------8
第二章 文獻探討--------------------------------------------10
第一節 論證能力-------------------------------------------10
一、 論證的重要性---------------------------------------10
二、 論證的定義-----------------------------------------11
三、 論證能力與論證品質----------------------------------13
四、 論證相關研究---------------------------------------17
(一) 促進論證教學成效-----------------------------------17
(二) 論證能力相關實證研究-------------------------------19
第二節 社會性科學議題--------------------------------------24
一、 從STS(Science, Technology, and Society)到SSI------24
二、 社會性科學議題的定義--------------------------------26
三、 社會性科學議題與論證--------------------------------26
第三節 科學認識觀------------------------------------------28
一、 認識觀與認識信念(Epistemological belief)------------28
二、 科學認識觀的定義------------------------------------28
三、 論證與學生特質-------------------------------------29
第三章 研究方法--------------------------------------------31
第一節 研究對象-------------------------------------------32
一、 研究對象的選取方式----------------------------------32
二、 研究對象特質----------------------------------------32
第二節 研究設計與流程-------------------------------------37
一、 研究流程------------------------------------------37
(一) 準備階段------------------------------------------37
(二) 資料收集階段---------------------------------------37
(三) 結果分析階段---------------------------------------38
二、 論證教學課程設計------------------------------------40
(一) 論證議題的選取-------------------------------------40
(二) 論證教學課程設計------------------------------------41
第三節 研究工具-------------------------------------------47
一、「論證技能與議題決策問卷」----------------------------47
二、「科學認識觀問卷」-----------------------------------48
第四節 資料分析-------------------------------------------50
一、 學生論證能力表現情形--------------------------------50
二、 學生科學認識觀表現情形------------------------------59
三、 不同科學認識觀對於學生論證表現的影響------------------60
第五節 研究範圍與限制-------------------------------------62
第四章 研究結果與討論--------------------------------------63
第一節 學生論證能力的表現----------------------------------63
一、 論證教學前後學生的論證能力表現分析--------------------63
二、 論證子能力得分頻率分佈情形---------------------------65
三、 質性資料分析---------------------------------------68
(一) 問卷中於論證子能力「提出論點」的資料分析---------------68
(二) 問卷中於論證子能力「提出前提」的資料分析---------------69
(三) 問卷中於論證子能力「提出反論點」的資料分析-------------70
(四) 問卷中於論證子能力「提出支持性論點」的資料分析---------71
(五) 問卷中於論證子能力「提出證據」的資料分析---------------72
四、 論證教學前後論證能力的變化情形-----------------------74
第二節 學生的科學認識觀------------------------------------78
一、 論證教學前後學生的科學認識觀表現分析------------------78
二、 科學認識觀問卷前後測各題答題頻率分析------------------79
三、 論證教學前後論證能力的變化情形-----------------------82
第三節 學生論證能力與科學認識觀相關性探討--------------------85
第五章 結論與建議-------------------------------------------92
第一節 研究發現與結論-------------------------------------92
一、 論證教學前後學生論證能力表現及科學認識觀的改變情形------92
(一) 論證能力表現---------------------------------------92
(二) 科學認識觀-----------------------------------------93
二、 學生的科學認識觀對於論證能力表現的影響----------------93
第二節 檢討與建議-----------------------------------------95
一、 論證教學後論證表現改變情形檢討與建議------------------95
二、 學生的科學認識觀對於論證能力表現的影響檢討與建議--------96
第三節 未來研究發展與方向----------------------------------98
一、 論證教學課程設計------------------------------------98
(一) 調整前後測實施的時間間距-----------------------------98
(二) 加強論證技能的訓練----------------------------------98
(三) 縮小相互論證的小組人數------------------------------98
(四) 增加學生於論證學習歷程之自我檢核----------------------99
二、 未來可能的研究方向----------------------------------99
(一) 了解小組內互動對論證的影響---------------------------99
(二) 長時間的論證教學------------------------------------99
(三) 加入增進對科學本質瞭解的課程設計----------------------99
參考文獻--------------------------------------------------100
中文-----------------------------------------------------100
英文-----------------------------------------------------101

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