The effectiveness of argumentation on middle school students’ physiology concepts construction and argumentation ability

• Main Authors: Lan. Pei-Ching, 藍珮菁
• Other Authors: She, Hsiao-Ching
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/42828055943514454344

碩士 === 國立交通大學 === 教育研究所 === 100 === The purpose of this study was to explore the impacts on middle school students’ physiology learning performance, concepts construction and argumentation ability through the use of a group web-based argumentation learning program and personal class rhetorical argumentation learning program. The quasi-experimental design was used in this study. There are two classes of 8th grade students from a middle school involved in this study. One class of students received group web-based argumentation learning program (experimental group) fort 5 classes periods, each of 45 minutes. The other one class of students received personal argumentation learning program (control group). All of the students received physiology learning performance test, two-tier physiology alternative concept test, and physiology-dependent argumentation test before and after learning. Results showed that the experimental group made progress from pre to post of the physiology learning performance test; and the control group made progress from pre to post of the physiology-dependent argumentation test.The comparison result of physiology learning performance test, two-tier physiology alternative concept test, and physiology-dependent argumentation test between two groups shows no siginificent difference. The Stepwise Regression result indicated the best predictor for post two-tier physiology alternative concept test is post physiology learning performance test, followed by the post physiology-dependent argumentation test.