臺灣博碩士論文加值系統

全球化乃當今社會重大議題，其對科學、教育、科學教育產生重大衝擊。有鑒於科學教育對於全球相關之社會性科學議題仍未被廣泛地探討或實踐於課程之中，故亟需科學教學現場的研究。本研究旨在探討接受全球社會性科學議題融入自然與生活科技課程後，學童對於社會性科學議題在論證能力和學習興趣上的差異。
研究採前後測準實驗研究，使用「社會性科學議題論證能力量表」、「社會性科學議題興趣量表」之自編問卷為測量工具，以高雄市某國小六年級一個班級為實驗組(n=21)進行一學期實驗教學，另擇一個班級為對照組(n=19)，共計40位學童參與研究計畫。以無母數統計（nonparametric statistics）來分析研究參與者在前後測的表現及實驗組和對照組間的表現是否有顯著差異。
研究結果：一、藉由社會性科學議題融入自然與生活科技課程於教學現場，改善教學實施限制；二、研究參與者接受社會性科學議題融入自然與生活科技課程於「論證能力」上有顯著差異；三、實驗組學童在社會性科學議題之「學習興趣」上有所提升；四、教學活動的實踐歷程，除了提供研究者了解學生學習進展情形外，並促進研究者教學知能的內化。

Globalization is a social phenomenon that has a tremendous impact on science, education, and science education today. Global socio-scientific issues, not having received adequate discussion in science education or integrated to the curriculum, are in urgent need of on-site research in classrooms. This study hence aimed to examine the effect of the socio-scientific issues instruction on students’ argumentation skills and learning Interest after incorporating global socio-scientific issues into “Science and Life-Technology” courses.
　　The study adopted a pretest-posttest quasi-experimental design and used a questionnaire entitled "The Socio-Scientific Issues argumentation skills Inventory" and "The Socio-Scientific Issues Interest Inventory" as the measurement instrument. A total of 40 students participated in the one-semester research project. The experimental group consisted of a class of 21 six graders in an elementary school in Kaohsiung, Taiwan, while the control group consisted of another class of 19 students. To test whether there was significant difference between the two groups before and after the study, nonparametric statistics was applied.
The main research results included the following: (1) the time constraints were overcome by integrating socio-scientific issues into science and technology courses; (2) the experimental group showed significant improvement of the argumentation skills in socio-scientific issues; (3) the experimental group showed significant improvement of learning interest in socio-scientific issues; (4) putting theory into practice through teaching activities, aside from providing an additional channel to understand students'' progress, could help researchers internalize pedagogical knowledge.

Key Words：Global Dimension、Science Education、Socio-scientific Issues、Argumentation Skills、Learning Interest

論文審定書………………………………………………………………..i
論文公開授權書…………………………………………………………..ii
中文摘要…………………………………………………………………iii
英文摘要…………………………………………………………………iv
第 一 章 緒 論………………………………………………………1
第一節 研究背景與動機……………………………………………1
第二節 研究問題與目的………………………………………… 3
第三節 名詞釋義………………………………………………… 4
第四節 研究範圍與限制………………………………………… 7
第 二 章 文獻探討…………………………………………………… 8
第一節 科學教育融入全球層面 …………………………………8
第二節 社會性科學議題………………………………………… 14
第三節 學習興趣………………………………………………… 23
第 三 章 研究方法…………………………………………………… 29
第一節 研究設計………………………………………………… 29
第二節 研究參與者……………………………………………… 31
第三節 研究工具………………………………………………… 32
第四節 教學活動設計…………………………………………… 47
第 四 章 研究發現與討論…………………………………………… 51
第一節 社會性科學議題融入課程實施之歷程與省思………… 51
第二節 實驗組和對照組論證能力與學習興趣之差異情形…… 66
第三節 社會性科學議題融入課程實施中省思………………… 72
第四節 總結……………………………………………………… 75
第 五 章 結論與建議………………………………………………… 80
第一節 結論……………………………………………………… 80
第二節 建議……………………………………………………… 83
參考文獻…………………………………………………………………85
附錄一　研究資料使用授權同意書……………………………………89
附錄二　專家內容效度檢核統整表……………………………………90
附錄三　預試問卷………………………………………………………98
附錄四　正式問卷……………………………………………………104
附錄五　論證能力分量表給分依據…………………………………110

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