本研究旨在應用結構式探究教學強化國小學生對證據概念的認知與論證能力，同時也在了解此一教學實踐上的問題與解決之道。研究採行動研究的方式，以研究者任教的四年級三名學生為對象。授課主題為「交通工具、時間的測量」兩個單元，教學時間歷經兩個月，每週三節課，每節課40分鐘。收集的資料包括「證據概念問卷、論證問卷、學習心得單、半結構式訪談資料、課堂師生對話、教師日誌」等。研究結果顯示：三位學生在教學後對「證據從何而來、證據呈現的形式、如何評估證據的信、效度、利用證據作論證」，皆有更多的認識和了解；而在教學過程中，教師面臨到的問題包括學生「不知道收集的資料可作為證據、不知道如何判斷證據的強弱、不會使用證據證成自己的論點」等。教師透過不斷的省思、查閱資料、與學校同儕教師和指導教授討論後，進一步修正教學，問題因而獲得解決。

目次
中文摘要 ………………………………………………………… i
外文摘要 ………………………………………………………… ii
目次 ……………………………………………………………… iv
圖次 ……………………………………………………………… vii
表次 ……………………………………………………………… viii
第一章 緒論
第一節 研究背景與動機 ……………………………………… 1
第二節 研究目的與待答問題 ………………………………… 5
第三節 名詞釋義 ……………………………………………… 5
第四節 研究範圍與限制 ……………………………………… 7
第二章 文獻探討
第一節 證據概念的意涵與學習 ……………………………… 8
第二節 探究與探究式教學 …………………………………… 12
第四節 證據概念與探究式教學之實徵性研究回顧 ………… 16
第三章 研究方法
第一節 教師行動研究 ………………………………………… 25
第二節 研究設計與流程 …………………………………… 27
第三節 研究情境與對象 ……………………………………… 30
第四節 教學設計與實施 ……………………………………… 31
第五節 研究工具與資料的收集 ……………………………… 36
第六節 資料處理與分析 ……………………………………… 51
第四章 研究結果與討論
第一節 學生對於證據概念認知的改變情形 ………………… 54
第二節 學生論證能力的改變情形 …………………………… 68
第三節 結構式探究教學的實施歷程 ………………………… 72
第五章 結論與建議
第一節 結論 …………………………………………………… 140
第二節 建議 …………………………………………………… 142
第三節 研究者的反思 ………………………………………… 145

參考文獻
中文部份 ……………………………………………………… 146
外文部份 ……………………………………………………… 146
附錄
附錄一 「交通工具與能源」單元課程設計 ………………… 150
附錄二 「時間的測量」單元課程設計 ……………………… 167
附錄三 證據概念測驗 ………………………………………… 185
附錄四 論證測驗 ……………………………………………… 197
附錄五 學生學習心得單 ……………………………………… 209
附錄六 教師日誌 ……………………………………………… 211
附錄七 課堂中的師生對話 …………………………………… 224
附錄八 半結構式訪談 ………………………………………… 242

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