| Summary: | 碩士 === 國立交通大學 === 教育研究所 === 101 === The design of Web-based chemistry argumentation learning content integrated with Web-searching strategies was developed for high school chemistry course. This study is to examine its effectiveness on 10th grade student’s scientific concepts, scientific argumentation ability and Web-searching behavior between two different Web-based scientific argumentation programs, one with a self-argumentation component and the other with a group argumentation component.
The quasi-experiment design was adopted in this study. There are three classes of 10th grade students participated in this study. Students were randomly assigned into the self-argumentation component (61 students ) and the group-argumentation component (62 students ). All 123 students received Web-based argumentation learning lessons of chemical reaction for six weeks. Both groups were administered a pre- and post- chemical conceptual achievement two-tier test and a content-dependent argumentation ability test. In addition, qualitative analysis of the learning progresses for chemical conceptions, argumentation ability, argumentation content and frequency of Web-searching was applied for the two groups.
Results showed that the students of both groups’ chemical conceptual and argumentation ability increased, however, no statistically significance difference level was observed between self-argumentation and group-argumentation conditions. The results of the Web-argumentation process showed that both groups students’ correct scientific concept significantly increased as time went on, as well as the amount of argumentations they generated. Additionally, the use of Web-searching strategies is somewhat different between two groups. The self-argumentation group significantly outperform than the other group on their amount of Web-searching behavior while forming their claim. It implies that students of self-argumentation group need more Web-searching to help them formulating their claim arguments. However, group-argumentation group significantly outperform than another groups on their amount of Web-searching behavior while forming their backing arguments. It implies that students form their arguments not only from their peers but also from Web-searching. This study demonstrated that both self and group-argumentation can improve their chemistry concepts and argumentation ability with the help of using Web-searching functions.
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