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題名：網路與課室學習環境促進學童論證能力之效益
書刊名：教育實踐與研究
作者：洪振方 引用關係／林志能
作者(外文)：Hung, Jeng-fung／Lin, Chih-neng
出版日期：2011
卷期：24:1
頁次：頁67-106
主題關鍵詞：網路學習環境；論證能力；論證學習環境；Argumentation abilities；Argumentation-based learning environment；Networked learning environment
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(6) 博士論文(2) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:6
  • 共同引用共同引用:0
  • 點閱點閱:31
本研究旨在設計論證素材，規劃論證活動，並將之轉化為可在網路學習環境與課室學習環境中具體操作的論證課程，藉以提升學童論證能力。研究方法採用準實驗研究的不等組前後測設計，以葉玉珠 (2003) 的「批判思考測驗 第一級」為前測，以研究者自編的「論證能力測驗」為後測進行共變數分析。研究對象為國小六年級學生共 103人，進行連續八週的實驗教學活動後，比較網路論證學習環境組、課室論證學習環境組和對照組三組學生論證能力的表現。資料分析顯示課室論證學習環境組學童的論證能力表現比網路論證學習環境組好，課室論證學習環境的設計對六年級學童整體的論證能力提升有幫助，且具有中度以上的實驗效果量，因此在教學實務上具有推廣的價值。另外，研究也發現學生使用論證語言來進行解釋時主要是進行現象的描述，使用論證語言來進行辯護時主要是為自己的宣稱進行防禦，使用論證語言來進行反駁時主要以思考對方弱點的方式來進行。
This study aimed to design an argumentation-based learning environment to promote the argumentation abilities of 6th grade students. Three intact classes with a total of 103 students participated in the study. The treatments lasted for eight weeks to compare the argumentation performance in three different groups: the online argumentative-based learning group (OG), the in-class argumentative-based learning group (IG), and the control group (CG). This study, which adopted a quasi-experimental design, used the Critical Thinking Test I (Yeh, 2003) for pre-test and an Argumentation Ability Test for post-test. The results showed that: a) The argumentation abilities of the students in the IG group were superior to those in the OG group and the effect size was medium. The implication revealed that the design of IG could be applied to teaching practice. b) Students’ argumentation focused mainly on describing a phenomenon instead of explaining it, c) Students defended their own claims while they were in the debate, and d) Students rebut by identifying their opponents’ weaknesses in arguments.
期刊論文
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2.Zohar, A.、Nemet, F.(2002)。Fostering students' knowledge and argumentation skills through dilemmas in human genetics。Journal of Research in Science Teaching，39(1)，35-62。  new window
3.Verheij, B.(2005)。Evaluating arguments based on Toulmin’s scheme。Argumentation，19，347-371。  new window
4.Nussbaum, E. M.、Sinatra, G. M.、Poliquin, A.(2008)。Role of epistemic beliefs and scientific argumentation in science learning。International Journal of Science Education，30(15)，1977-1999。  new window
5.Kelly, G. J.、Takao, A.(2002)。Epistemic levels in argument: An analysis of university oceanography students' use of evidence in writing。Science Education，86(3)，314-342。  new window
6.Sadler, T. D.、Fowler, S. R.(2006)。A threshold model of content knowledge transfer for socioscientific argumentation。Science Education，90(6)，986-1004。  new window
7.Kuhn, D.、Udell, W.(2003)。The development of argument skills。Child Development，74(5)，1245-1260。  new window
8.Erduran, S.、Simon, S.、Osborne, J.(2004)。Tapping into argumentation: Development in the application of Toulmin's argument pattern for studying science discourse。Science Education，88，915-933。  new window
9.Erduran, S.、Osborne, J.、Simon, S.(2006)。Learning to Teach Argumentation: Research and Development in the Science Classroom。International Journal of Science Education，28(2/3)，235-260。  new window
10.Sandoval, W. A.、Millwood, K. A.(2005)。The quality of students' use of evidence in written scientific explanations。Cognition and Instruction，23(1)，23-55。  new window
11.林奇賢(19981000)。網路學習環境的設計與應用。資訊與教育，67，34-50。  延伸查詢new window
12.林志能、洪振方(20080900)。論證模式分析及其評量要素。科學教育，312，2-18。  延伸查詢new window
13.Brown, John Seely、Collins, Allan、Duguid, Paul(1989)。Situated Cognition and the Culture of Learning。Educational Researcher，18(1)，32-42。  new window
14.Driver, R.、Newton, P.、Osborne, J.(2000)。Establishing the norms of scientific argumentation in classrooms。Science Education，84(3)，287-312。  new window
15.Duschl, R. A.、Osborne, J.(2002)。Supporting and promoting argumentation discourse in science education。Studies in Science Education，38(1)，39-72。  new window
16.Newton, P.、Driver, R.、Osborne, J.(1999)。The place of argumentation in the pedagogy of school science。International Journal of Science Education，21(5)，553-576。  new window
17.龍德義(1999)。兩個訓練領袖的數學遊戲。數學教育，8，33-43。  延伸查詢new window
18.譚克平(2007)。國中教導盒狀圖的建議及介紹如何用EXCEL 製作盒狀圖。科學教育月刊，305，20-34。  延伸查詢new window
19.林奇賢、馬榮燦、林志能(2000)。網路學習與網路學校的發展對教師專業路線的衝擊。資訊與教育，79，3-7。  延伸查詢new window
20.de Vries, E.、Lund, K.、Baker, M.(2002)。Computer-mediated epistemic dialogue: Explanation and argumentation as vehicles for understanding scientific notions。The Journal of the Learning Sciences，11(1)，63-103。  new window
21.McNeill, K. L.(2008)。Teachers' use of curriculum to support students in writing science arguments to explain phenomena。Science Educatiom，93(2)，233-268。  new window
22.Wu, Y. T.、Tsai, C. C.(2007)。High school students' informal reasoning on a socio-scientific issue: Qualitative and quantitative analyses。International Journal of Science Education，29，1163-1187。  new window
23.Govier, T.(1989)。Critical thinking as argument analysis?。Argumentation，3，115-126。  new window
24.Felton, M.(2004)。The development of discourse strategies in adolescent argumentation。Cognitive Development，19，35-52。  new window
25.Osborne, J.、Erduran, S.、Simon, S.(2004)。Enhancing the quality of argumentation in science classrooms。Journal of Research in Science Teaching，41(10)，994-1020。  new window
26.Janssen, J.、Erkens, G.、Kanselaar, G.(2007)。Visualization of agreement and discusssion processes during computer-supported collaborative learning。Computers in Human Behavior，23，1105-1125。  new window
27.Kuhn, D.(1993)。Science as argument: Implications for teaching and learning science thinking。Science Education，77(3)，319-337。  new window
28.Kuhn, D.、Udell, W.(2007)。Coordinating own and other perspectives in argument。Thinking and Reasoning，13，90-104。  new window
會議論文
1.林志能、洪振方(2007)。在網路環境中進行科學論證～以部落格(Blog)為例。高雄市。  延伸查詢new window
2.馬榮燦、林志能、洪振方(2009)。網路論證學習環境之設計。台北市。  延伸查詢new window
3.Lin, C. N.、Hung, J. F.(2008)。Using blog to improve students' scientific argumentation。Kaohsiung, Taiwan。  new window
4.Lin, C. N.、Hung, J. F.(2009)。The implementation of argumentation-based learning environment。Taipei, Taiwan。  new window
學位論文
1.蔡俊彥(2009)。以認知師徒制網路論證系統促進論證能力、概念學習與批判思考成效之研究。國立高雄師範大學，高雄市。  延伸查詢new window
圖書
1.Kuhn, D.(2005)。Education for Thinking。London：Harvard University Press。  new window
2.Missimer, C. A.(2002)。Good arguments: An introduction to critical thinking。New Jersey, NJ：Prentice-Hall Publishes。  new window
3.Lawson, A. E.(2003)。The Neurological basis of learning, development and discovery: Implications forscience and mathematics instruction。Dordrecht, The Netherlands：Kluwer Academic Publishers。  new window
4.Organisation for Economic Co-operation and Development(2004)。Learning for tomorrow's world: First results from PISA 2003。Paris：Organisation for Economic Co-operation and Development。  new window
5.葉玉珠(2003)。批判思考測驗--第一級指導手冊。台北：心理出版社。  延伸查詢new window
6.Toulmin, Stephen E.(1958)。The Use of Argument。Cambridge University Press。  new window
7.Cohen, J.(1988)。Statistical power and analysis for the behavioral sciences。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
8.教育部(2010)。國民中小學九年一貫課程綱要。臺北市：教育部。  延伸查詢new window
9.Bransford, John D.、Brown, A. L.、Cocking, R. R.(1999)。How people learn: Brain, mind, experience, and school。Washington, DC：National Academy Press。  new window
10.American Association for the Advancement of Science(1993)。Benchmarks for science literacy。Oxford University Press。  new window
11.吳明隆(2006)。SPSS統計應用學習實務：問卷分析與統計應用。臺北：知城數位科技。  延伸查詢new window
12.Creswell, John W.、Plano Clark, Vicki L.(2007)。Designing and conducting mixed methods research。Sage Publications。  new window
13.Osborne, J.、Erduran, S.、Simon, S.(2003)。Ideas, evidence and argument in science: Teacher training pack。Nuffield, UK：Nuffield Foundation。  new window
14.林煥祥、洪振方、洪瑞兒(2007)。智育理念與實踐。德智體群美五育理念與實踐。台北市。  延伸查詢new window
15.Clark, D. B.、Stegmann, K.、Weinberger, A.、Menekse, M.、Erkens, G.(2008)。Technology-enhanced learning environments to support students' argumentation。Argumentation in science education: Perspectives from classroom-based research。New York。  new window
16.Aleixandre, M. P.(2008)。Designing argumentation learning environments。Argumentation in science education: Perspectives from classroom-based research。New York。  new window
17.Jenmann, P.、Dillenbourg, P.(2003)。Elaborating new arguments through a CSCL script。Arguing to learn: Confronting cognitions in computer-supported collaborative learning environments。Netherlands。  new window
18.Aleixandre, M. P.、Erduran, S.(2008)。Argumentation in science education: An overview。Argumentation in science education: Perspectives from classroom-based research。New York。  new window
19.Anderson, T.(2004)。Toward a theory of online learning。Theory and practice of online learning。Canada。  new window
20.Reiser, B. J.(2002)。Why scaffolding should sometimes make tasks more difficult for learners。Proceedings of CSCL 2002: Computer support for collaborative learning: Foundations for a CSCL community。Hillsdale, NJ。  new window
21.Simonneaux, L.(2008)。Argumentation in sociocognitive。Argumentation in science education: Perspectives from classroom- based research。New York。  new window
22.Duschl, R.(2008)。Quality argumentation and epistemic criteria。Argumentation in science education: Perspectives from classroom-based research。New York。  new window
23.Erduran, S.(2008)。Methodological foundations in the study of argumentation in science classrooms。Argumentation in science education: Perspectives from classroom-based research。New York。  new window
24.Garcia-Mila, M.、Andersen, C.(2008)。Cognitive foundations of learning argumentation。Argumentation in science education: Perspectives from classroom-based research。New York。  new window
其他
1.教育部(2001)。中小學資訊教育總藍圖--總綱，http://masterplan.educities.edu.tw/conference/total.shtml。  延伸查詢new window
圖書論文
1.Collins, A.、Brown, J. S.、Newman, S. E.(1987)。Cognitive apprenticeship: Teaching the craft of reading, writing, and mathematics。Learning, knowing, and instruction: Essays in honor of Robert Glaser。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
 
 
 
 
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