以科學寫作融入理化科教學提昇八年級學生論證能力之行動研究

• Main Author: 洪存慧
• Other Authors: Kuo-Hua Wang
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/21525763264025294374

碩士 === 國立彰化師範大學 === 科學教育研究所 === 99 === The purposes of this study were to explore the possible problems and solutions when integrating science writing into science teaching in the junior high school, and to investigate its influence on the eighth-grader students’ argumentation ability, and finally to evaluate their responses to the teaching method. The action research method was adopted in this study, which involved in three teaching cycles. The subjects were 35 eighth graders of the same class. Both quantitative data and qualitative data were collected. Quantitative data consist of the test of argumentation ability and questionnaires. Qualitative data consist of teaching diary, classroom observation videos, students’ worksheets, and the interview transcripts. The findings of this study showed that science writing could improve students’ argumentation ability. Moreover, most of the students showed positive attitudes toward their learning when science writing strategies were integrated into the science teaching. The students liked to discuss with their group members during the science writing activities. The researcher encountered the following difficulties while integrating science writing into the science teaching. First, students were unfamiliar with science writing. They lacked knowledge and experience to do science writing. Second, students experienced difficulties when thinking of research topics themselves. The content of their in-class discussions could not focus on the topic of the teaching unit. Third,students lacked background knowledge and failed to explain the results in a reasonable way. Fourth, students lacked understanding in Toulmin’s argumentation pattern (TAP). Fifth, the content of the students’ argumentation ability test was not connected to their life experience. Sixth, students didn’t know what information they should collect when surfing on the Internet. Seventh, the researcher was unfamiliar with argumentation teaching in the early teaching stage. Most of the difficulties were overcome through the researcher’s continuous reflection and the correction of teaching strategies. This study provides suggestions on the future teaching and researching about integrating science writing into junior high school science teaching.