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題名：小組立場、小組組成及文本特性對於學生論證生殖遺傳新聞之效應
書刊名：科學教育學刊
作者：蔡佩穎／張惠博／林雅慧／張文華
作者(外文)：Tsai, Pei-ying／Chen, Huey-por／Lin, Ya-hui／Chang, Wen-hua
出版日期：2010
卷期：18:3
頁次：頁253-276
主題關鍵詞：小組討論；小組組成；科學素養；科學新聞；科學論證；Group discussion；Group composition；Science literacy；Science news articles；Science argumentation
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(4) 專書(0) 專書論文(1)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:19
  • 點閱點閱:35
在教學中運用科學新聞，有助學生連結教材裡與生活中的科學；探討影響學生處理科學新聞文本以形成價值主張的相關因素，對於培養學生多元素養具重要意義。本研究探討七年級學生討論生殖遺傳新聞文本，對於學生小組立場與理由的影響，並進而分析不同小組立場、組成、以及運用不同性質文本的情形。研究結果顯示超過70%的七年級學生在討論後表示接受科學新聞的立場，但學生並未能適切掌握文章裡的論證元素。卡方分析則顯示「小組討論前立場」（p < .001）與「小組組成」（p < .05）影響「小組討論後立場」，此外，科學新聞文本中的概念分支結構，也是影響小組學生討論後立場的因素。研究者建議慎選新聞素材，並發展教學法培養學生判讀科學新聞媒體之素養。
Using news articles in science instruction assists students in connecting science in school with science in life. Exploring the factors that influence students in forming value claims when they deal with various science news articles is of significance for developing scientific literacy and media literacy. Our research focused on using different reproduction/genetics news articles to study what stand-points and reasons seventh graders adopt when they read scientific news articles as well as how students’ positions and argumentative reasoning were changed by small group discussion. The results indicated that more than 70% of seventh graders accepted the position presented in selected science news articles. The “position before discussion” (p < .001) and “group composition” (p < .05) significantly affected their position after group discussion. The structure of concept branches in the text of science news articles was another influencing factor. The research suggests that science teachers need to choose news materials carefully and develop pedagogies for cultivating students’ critical literacy in reading media.
期刊論文
1.Dimopoulos, K.、Koulaidis, V.(2003)。Science and technology education for citizenship: The potential role of the press。Science Education，87(2)，241-256。  new window
2.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
3.Glaser, R. E.、Carson, K. M.(2005)。Chemistry is in the news: Taxonomy of authentic news media-based learning activities。International Journal of Science Education，27(9)，1083-1098。  new window
4.Norris, S. P.、Phillips, L. M.(1994)。Interpreting Pragmatic Meaning When Reading Popular Reports of Science。Journal of Research in Science Teaching，31(9)，947-967。  new window
5.Pellechia, M. G.(1997)。Trends in Science Coverage: A Content Analysis of Three US Newspapers。Public Understanding of Science，6(1)，49-68。  new window
6.Wellington, J.(1991)。Newspaper Science, School Science: Friends or Enemies?。International Journal of Science Education，13(4)，363-372。  new window
7.Bricker, L. A.、Bell, P.(2008)。Conceptualizations of argumentation from science studies and the learning sciences and their implications for the practices of science education。Science Education，92(3)，473-498。  new window
8.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
9.Korpan, C. A.、Bisanz, G. L.、Henderson, J. M.、Bisanz, J.(1997)。Assessing Literacy in Science: Evaluation of Scientific News Briefs。Science Education，81(5)，515-532。  new window
10.Gijlers, H.,、de Jong, T.(2005)。The relation between prior knowledge and students’ collaborative discovery learning processes。Journal of Research in Science Teaching，42(3)，264-282。  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.Kuhn, D.、Udell, W.(2003)。The development of argument skills。Child Development，74(5)，1245-1260。  new window
13.Kolstø, Stein D.(2001)。Scientific literacy for citizenship: Tools for dealing with the science dimension of controversial socioscientific issues。Science Education，85(3)，291-310。  new window
14.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
15.Hooper, S.、Hannafin, M. J.(1991)。The effects of group composition on achievement, interaction, and learning efficiency during computer-based cooperative instruction。Educational Technology Research and Development，39(3)，27-40。  new window
16.Webb, N. M.(1982)。Group composition, group interaction and achievement in cooperative small group。Journal of Education Psychology，74(4)，475-484。  new window
17.黃俊儒(20080200)。構思科技社會中的即時學習：以學生及專家對於科學新聞文本之理解差異為例。科學教育學刊，16(1)，105-124。new window  延伸查詢new window
18.Driver, R.、Newton, P.、Osborne, J.(2000)。Establishing the norms of scientific argumentation in classrooms。Science Education，84(3)，287-312。  new window
19.Duschl, R. A.、Osborne, J.(2002)。Supporting and promoting argumentation discourse in science education。Studies in Science Education，38(1)，39-72。  new window
20.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
21.Norris, S. P.、Phillips, L. M.(2003)。How literacy in its fundamental sense is central to scientific literacy。Science Education，87(2)，224-240。  new window
22.(2007)。PISA 國際評量計畫Q&A。臺北縣閱讀滿天星電子報。  延伸查詢new window
23.Alvermann, D. E.、Hynd, C. E.、Qian, G.(1995)。Effects of interactive discussion and text type on learning counterintuitive science concepts。The Journal of Educational Research，88(3)，146-154。  new window
24.Carter, G.,、Jones, M. G.(1994)。Relationship between ability-paired interactions and the development of fifth graders’ concepts of balance。Journal of Research in Science Teaching，31(8)，847-856。  new window
25.Dawes, L.(2004)。Talk and learning in classroom science。International Journal of Science Education，26(6)，677-695。  new window
26.Derbentseva, N.、Safayeni, F.、Cañas, A. J.(2007)。Concept maps: Experiments on dynamic thinking。Journal of Research in Science Teaching，44(3)，448-465。  new window
27.Elliott, P.(2006)。Reviewing newspaper articles as a technique for enhancing the scientific literacy of student-teachers。International Journal of Science Education，28(11)，1245-1265。  new window
28.Halkia, K.,、Mantzouridis, D.(2005)。Students’ views and attitudes towards the communication code used in press articles about science。International Journal of Science Education，27(12)，1395-1411。  new window
29.Jarman, B.,、McClune, B.(2001)。Use the news: A study of secondary teachers’ use of newspapers in the science classroom。Journal of Biological Education，35(2)，69-74。  new window
30.Jarman, R.,、McClune, B.(2002)。A survey of the use of newspapers in science instruction by secondary teachers in Northern Ireland。International Journal of Science Education，24(10)，997-1020。  new window
31.Johnson, D. W., Johnson, R., Pierson, W. T.,、Lyons, V.(1985)。Controversy versus concurrence seeking in multi-grade and single-grade learning groups。Journal of Research in Science Teaching，22(9)，835-848。  new window
32.Keselman, A., Kaufman, D. R., Kramer, S.,、Patel, V. L.(2007)。Fostering conceptual change and critical reasoning about HIV and AIDS。Journal of Research in Science Teaching，44(6)，844-863。  new window
33.Kuhn, D., Shaw, V.,、Felton, M.(1997)。Effects of dyadic interaction on argumentative reasoning。Cognition and Instruction，15(3)，287-315。  new window
34.Lawrenz, F.,、Munch, T. W.(1984)。The effect of grouping of laboratory students on selected educational outcomes。Journal of Researchin Science Teaching，21(7)，699-708。  new window
35.Norris, S. P., Phillips, L. M,、Korpan, C.A.(2003)。University students’ interpretation of media reports of science and its relationship to background knowledge。Public Understanding of Science，12(2)，123-145。  new window
36.Phillips, L. M.,、Norris, S. P.(1999)。Interpreting popular reports of science: What happens when the reader’s world meets the world on paper?。International Journal of Science Education，21(3)，317-327。  new window
37.Pifer, L. K.(1996)。The development of young American adults’ attitudes about the risks associated with nuclear power。Public Understanding of Science，5(2)，135-155。  new window
38.Ratcliffe, M.(1999)。Evaluation of abilities in interpreting media reports of scientific research。International Journal of Science Education，21(10)，1085-1099。  new window
39.Slotte, V.,、Lonka, K.(1999)。Spontaneous concept maps aiding the understanding of scientific concepts。International Journalof Science Education，21(5)，515-531。  new window
40.Thompson, T. L.、Mintzes, J. J.(2002)。Cognitive structure and the affective domain: On knowing and feeling in biology。International Journal of Science Education，24(6)，645-660。  new window
41.von Aufschnaiter, C., Erduran, S., Osborne,J.,、Simon, S.(2008)。Arguing to learn and learning to argue: Case studies of how students’ argumentation relates to their scientific knowledge。Journal of Research in Science Teaching，45(1)，101-131。  new window
圖書
1.Jarman, R.,、McClune, B.(2007)。Developing scientific literacy: Using news media in the classroom。Birkshire, UK：Open University press。  new window
2.Bybee, R. W.(1997)。Achieving scientific literacy: From purposes to practice。Portsmouth, NH：Heinemann。  new window
3.Toulmin, Stephen E.(2003)。The uses of argument。Cambridge University Press。  new window
4.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
5.National Research Council(1996)。National Science Education Standards。Washington, DC：National Academy Press。  new window
6.教育部(2006)。國民中小學九年一貫課程綱要─自然與生活科技學習領域。臺北市。  延伸查詢new window
7.張鈿富(2006)。基本能力評量跨國發展經驗之比較研究。臺北市：國立教育資料館。new window  延伸查詢new window
8.Shananan, C.(2004)。Better textbooks, better readers and writers。Crossing borders in literacy and science instruction: Perspectives on theory and practice。Arlington, VA。  new window
 
 
 
 
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