Argumentation teaching design, teaching strategies and learning outcome from the experienced and inexperienced teacher

• Main Authors: Yu-Ren, Lin, 林裕仁
• Other Authors: 洪振方
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/47428807251270096005

博士 === 國立高雄師範大學 === 科學教育研究所 === 99 === The purpose of this study is to inquiry the argumentation teaching from three aspects of analysis, the teacher’s reaching, students’ learning, and nature of argumentation. Participants include two teachers and two classes of high school students. One teacher is familiar with teaching argumentation and another is not. These teachers are identifying as experienced and inexperienced teacher. In our research design, we compare how these teachers making and management their argumentation learning in social-scientific issue environment. The first aspect of analysis is to apply the Kelly’s repertory grid technique for concerning the teachers’ teaching design. Second one is to know the improvement of students’ argumentation ability. The last one is for inquiring the nature of argumentation in classroom and we design a representation as an analytical tool for tracking the progress and quality of argumentation in science classroom. We found students tend to be unwilling to become involved in any kind of verbal exchange which has the potential for conflict (i.e. argumentation). The primary reason for such hesitancy is fear of becoming emotionally upset. When teaching students the objective process of claim/support within the context of an argumentation class, inexperienced teacher was less effective than experienced teacher in helping students to view such a verbal exchange objectively without involving their emotions. Experienced teacher ont only tended to be more sensitive to students’ shift from objective involvement to emotional involvement but invoved more guidance for students to make reflection about the meaning of making aeguments.