本研究旨在以對話論證的探究作為促進國小學童科學概念的理解之有效學習策略，並從學童對話論證的過程中對其論述的話語進行質性的分析，以探討學童論述策略與促進其科學概念理解的相關性。研究結果發現對話論證的探究比一般性探究較能促進學童對科學概念的理解，其中學童所運用的論述策略深深地影響其對科學概念的理解。研究結果也發現在對話論證的過程中，善於運用交互性問題策略的學童引導整個論證過程，而交互性問題的論述策略運用頻率愈高的小組愈能促進小組成員解釋架構的提昇，亦即愈能促進小組成員對科學概念的理解。

The purpose of the research was to promote pupils’ effective learning strategies of scientific conceptual understandings with argumentation-based inquiry during which the qualitative analysis between pupil’s discourses were used to explore the relevance between the pupil’s discourse strategies and their scientific conceptual understandings. The results indicated that argumentation-based inquiry promoted pupils’ conceptual understandings better than normal inquiry did and the pupils’ discourse strategies deeply affected their conceptual understandings. The research also found that the pupils who were good at manipulating the transactive questions would lead the direction of argumentation and the higher the frequencies of discourse strategies the group applied, the better their explanatory frameworks were promoted. In other words, the application of the transactive questions in discourse strategies would promote pupils’ scientific conceptual understandings.