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題名：合作學習教學策略對七年級國中學生論證能力的影響
書刊名：教育科學期刊
作者：鄧又仁／林素華
作者(外文)：Teng, Yu Jen／Lin, Shu-hua
出版日期：2009
卷期：8:1
頁次：頁113-140
主題關鍵詞：合作學習；論證；論證能力；Argumentation；Argumentation quality；Cooperation-learning
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(1) 博士論文(1) 專書(0) 專書論文(0)
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  • 共同引用共同引用:25
  • 點閱點閱:83
本研究旨在探討合作學習教學策略對學生論證能力的影響。研究對象爲兩班七年級國中生共68人，其中一班實驗組採用合作學習教學，另一班則採用傳統教學，教學內容爲「人工生殖」、「複製羊」、「器官移殖」、「基因改造食品」四個議題，在歷經四週的教學後，探討兩班學生論證能力的差異。研究者擬定出一套論證能力評分標準，來分析教學前、後所作的前、後測的半結構訪談資料，並評定學生的論證能力。研究結果發現實驗組與對照組在經過教學後，論證能力均有顯著提升。另外，實驗組在論證能力總分顯著高於對照組，表示合作學習在提升學生論證能力的效果，優於傳統教學。
The purpose of this study was to inquire the influence of students' argumentation quality based on cooperation-learning instruction. The samples were 68 seventh-grade students. Experimental group used cooperative-learning instruction, and the other class used traditional instruction. The content of instruction included four issues, that is, assisted reproduction, cloning sheep, organ transplant and genetically modified organism. After four-week instruction, the study showed the differences of argumentation quality in two classes at the beginning and the end of the instruction. In order to facilitate comparison, the researchers developed a set of verification criteria to analyze the interview data and to evaluate the argumentation quality of students. The results showed that students’ argumentation quality becoming better in both experimental and control group after instruction. Additionally, the experimental group showed significantly better argumentation ability than control group. This result shows that cooperation-learning instruction has a better effect on improving student's argumentation ability than traditional instruction.
期刊論文
1.Simon, S.、Osborne, J.、Erduran, S.(2004)。TAPping into Argumentation: Developments in the Application of Toulmin's Argument Pattern for Studying Science Discourse。Science Education，88(6)，915-933。  new window
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.Sadler, T. D.、Zeidler, D. L.(2005)。Patterns of informal reasoning in the context of socioscientific decision making。Journal of Research in Science Teaching，42(1)，112-138。  new window
4.Marttunen, M.(1994)。Assessing argumentation skill among finish university students。Learning and Instruction，4，175-191。  new window
5.Driver, R.、Newton, P.、Osborne, J.(2000)。Establishing the Norms of Scientific Argumentation in Classroom。Science Education，84，287-312。  new window
6.Joiner, R.、Jones, S.(2003)。The Effects of Communication Medium on Argumentation and the Development of Critical Thinking。International Journal of Educational Research，39，861-871。  new window
7.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
8.Osborne, J.、Erduran, S.、Simon, S.(2004)。Enhancing the quality of argumentation in school science。Journal of Research in Science Teaching，41(10)，994-1020。  new window
9.Polman, J. L.、Pea, R. D.(2001)。Transformative Communication as a Cultural Tool for Guiding-inquiry Science。Science Education，85(3)，223-238。  new window
10.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
11.Yore, L. D.、Bisanz, G. L.、Hand, B. M.(2003)。Examining the Literacy Component of Science Literacy: 25 Years of Language Arts and Science Research。International Journal of Science Education，25(6)，689-725。  new window
12.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
13.Jiménez-Aleixandre, M. P.、Rodríguez, A. B.、Duschl, R. A.(2000)。"Doing the lesson" or "doing science": Argument in high school genetics。Science Education，84(6)，757-792。  new window
14.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
15.Driver, R.、Asoko, H.、Leach, J.、Mortimer, E.、Scott, P.(1994)。Constructing scientific knowledge in the classroom。Educational Researcher，23(7)，5-12。  new window
16.Osborne, J.、Duschl, R. A.(2002)。Supporting and Promting Argumentation Discourse in Science Education。Studies in Science Edcuation，38(1)，39-72。  new window
學位論文
1.洪振方(1994)。從孔恩異例的認知與論證探討科學知識的重建(博士論文)。國立師範大學。new window  延伸查詢new window
圖書
1.黃政傑、林佩璇(2006)。合作學習。臺北市：五南。  延伸查詢new window
2.Wray, D.、Lewis, M.(1997)。Extending Literacy: Children Reading and Writing Non-fiction。London：Routledge。  new window
3.Johnson, D. W.、Johnson, R. T.、Holubec, E. J.(1994)。Cooperative learning in the classroom。Alexandria, Virginia：Association for Supervision and Curriculum Development。  new window
4.Gredler, M. E.(1997)。Learning and instruction-theory into practice。London。  new window
5.Johnson, D. W.、Johnson, R. T.(1994)。Learning Together and Alone: cooperative and competitive and individualistic learning。Englewood Cliffs, NJ：Prentice Hall。  new window
6.Kuhn, D.(1991)。The skill of argument。New York：Cambridge University Press。  new window
7.Toulmin, Stephen Edelston(1958)。The Uses of Argument。Cambridge University Press。  new window
8.Slavin, Robert E.(1995)。Cooperative Learning: Theory, Research, and Practice。Allyn and Bacon, Inc.。  new window
 
 
 
 
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