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題名：在科學課堂中應用爭議性議題教學促進國小六年級學生道德思考
書刊名：科學教育學刊
作者：林樹聲 引用關係
作者(外文)：Lin, Shu-sheng
出版日期：2012
卷期：20:5
頁次：頁435-459
主題關鍵詞：六年級學生；爭議性議題；道德判斷；道德思考；The sixth grade students；Controversial issues；Moral judgment；Moral thinking
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(8) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:8
  • 共同引用共同引用:40
  • 點閱點閱:51
本研究旨在利用爭議性議題的教學促進國小六年級學生進行道德思考並為自己的主張做辯護。樣本為一位教學年資七年的教師與32位學生。研究採取單組前後測設計，教學介入五週，每週兩節課，同時使用涵蓋三個爭議性議題情境的道德思考問卷和個別訪談收集資料。分析結果發現：學生於教學後的道德思考達顯著進步(p < .01)，為自己主張做辯護的理由變得更精緻，顯示學生的道德思維變得更縝密。而教學介入對學生的道德判斷會產生一些影響，尤其是當學生站在他人的立場做出判斷時。此外，學生提出道德判斷時傾向只考慮到行為的結果而非行為的動機；學生的道德判斷會帶有情意層面的考量，而且會隨著情境的不同或採取立場的不同而改變。
The study explores the contribution of an intervention of the instruction for controversial issues. The instruction was based on the discussions of moral dilemmas in fostering moral thinking of the sixth grade students. The participants included one experienced teacher and 32 students who were received the instruction that lasted five weeks, two hours each week and consisted of a combination of discussions of moral dilemmas and teacher’s questioning. One questionnaire about moral thinking was administered before and after the teaching intervention. Several students were individually interviewed followed by the teaching. The results revealed that there is statistically significant improvement in the scores of moral thinking. The students’ justifications for moral judgments become more elaborated after the teaching. Moreover, the students’ moral judgments to some degree are affected by teaching intervention, especially as taking perspectives of others. Their moral judgments are mainly based on the consequence of the action, which are involved in affective consideration and would vary across different socioscientific contexts or according to different perspective-taking (self vs. the others).
期刊論文
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2.Zeidler, D. L.、Sadler, T. D.(2004)。The Morality of Socioscientific Issues: Construal and Resolution of Genetic Engineering Dilemmas。Science Education，88(1)，4-27。  new window
3.Sadler, T. D.、Zeidler, D. L.(2004)。The significance of content knowledge for informal reasoning regarding socioscientific issues: Applying genetics knowledge to genetic engineering issues。Science Education，89(1)，71-93。  new window
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7.Oulton, C.、Dillon, J.、Grace, M. M.(2004)。Reconceptualizing the teaching of controversial issues。International Journal of Science and Education，26(4)，411-423。  new window
8.孫效智(19950400)。道德論證問題在基本倫理學上的發展--目的論與義務論之爭。哲學與文化，22(4)=251，317-331。new window  延伸查詢new window
9.Zeidler, D. L.、Sadler, T. D.、Simmons, M. L.、Howes, E. V.(2005)。Beyond STS: A research-based framework for socioscientific issues education。Science Education，89(3)，357-377。  new window
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11.林樹聲、黃柏鴻(20090400)。國小六年級學生在社會性科學議題教學中之論證能力研究--不同學業成就學生間之比較。科學教育學刊，17(2)，111-133。new window  延伸查詢new window
12.林樹聲(2005)。通識教育中科學課程之環境議題單元設計與教學建議--以全球暖化議題為例。南華通識教育研究，2(2)，27-42。  延伸查詢new window
13.Bebeau, M. J.、Rest, J. R.、Narvaez, D.(1999)。Beyond the promise: A perspective on research in moral education。Educational Researcher,，28(4)，18-26。  new window
14.Chowning, J. T.(2005)。How to have a successful science and ethics discussion。The Science Teacher，72(9)，46-50。  new window
15.Cohen, A.、Maslovaty, N.、Natan, S.(2005)。Narrowing the gap in moral judge-ment between disadvantaged and advantaged students through moral dilemmas and the wisdom of the sages。Curriculum and Teaching，20(2)，5-21。  new window
16.Donnelly, J. F.(2004)。Humanizing science education。Science Education，88(5)，762-784。  new window
17.Dori, Y. J.、Tal, R. T.、Tsaushu, M.(2003)。Teaching biotechnology through case studies–Can we improve higher order thinking skills of non-science majors?。Science Education，87(6)，767-793。  new window
18.Fowler, S. R.、Zeidler, D. L.、Sadler, T. D.(2009)。Moral sensitivity in the context of socioscientific issues in high school science students。Science Education，31(2)，279-296。  new window
19.Kormondy, E. J.(1990)。Ethics and values in the biology classroom。The American Biology Teacher，52(7)，403-407。  new window
20.Levinson, R.(2006)。Towards a theoretical framework for teaching controversial socioscientific issues。International Journal of Science and Education，28(10)，1201-1224。  new window
21.McSharry, G.、Jones, S.(2000)。Roleplay in science teaching and learning。School Science Review，82(298)，73-82。  new window
22.Osmo, R.、Landau, R.(2001)。The need for explicit argumentation in ethical decision-making in social work。Social Work Education，20(4)，483-492。  new window
23.Sadler, T. D.(2004)。Informal reasoning regarding socioscientific issues: A critical review of research。Science Teaching，41(5)，513-536。  new window
24.Sadler, T. D.(2004)。Moral sensitivity and its contribution to the resolution of socioscientific issues。Journal of Moral Education，33(3)，339-358。  new window
25.Sadler, T. D.、Donnelly, L. A.(2006)。Socioscientific argumentation: The effects of content knowledge and morality。International Journal of Science Education，28(12)，1463-1488。  new window
26.Sadler, T. D.、Zeidler, D. L.(2005)。Patterns of informal reasoning in the context of socioscientific decision making。Science Teaching，42(1)，112-138。  new window
27.Turner, V. D.、Chambers, E. A.(2006)。The social mediation of a moral dilemma: appropriating the moral tools of others。Journal of Moral Education，35(3)，353-368。  new window
28.Wellington, J.(2004)。Ethics and citizenship in science education: Now is the time to jump off the fence。School Science Review，86(315)，33-38。  new window
29.Zeidler, D. L.、Sadler, T. D.(2008)。Social and ethical issues in science education: A prelude to action。Science & Education，17(8)，799-803。  new window
會議論文
1.Tirri, K.、Pehkonen, L.(1998)。The moral reasoning of adolescents gifted in science: A case study。The annual conference of the European Council for High Ability, Oxford, UK.。  new window
學位論文
1.謝青龍(2000)。科學態度、倫理傾向、與道德判斷對科學學習成就之相關性研究(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
2.陳玟伶(2009)。應用社會性科學議題探究國小六年級學童道德判斷及其依據之研究(碩士論文)。國立嘉義大學科學，嘉義市。  延伸查詢new window
圖書
1.American Association for the Advancement of Science(1993)。Benchmarks for science literacy: Project 2061。Oxford University Press。  new window
2.Hare, R. M.(1981)。Moral thinking: Its levels, method, and point。Oxford：Clarendon Press。  new window
3.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
4.Rest, J. R.、Barnett, R.、Bebeau, M.、Deemer, D.、Gatz, I.、Moon, Y.、Spickelmier, J.、Thoma, S.、Volker, J.(1986)。Moral Development: Advances in Research and Theory。New York, NY：University of Minnesota Press。  new window
5.林火旺(2009)。基本倫理學。臺北：三民書局。  延伸查詢new window
6.National Research Council(1996)。National Science Education Standards。Washington, DC：National Academy Press。  new window
7.何懷宏(2002)。倫理學是什麼。台北：揚智文化公司。  延伸查詢new window
其他
1.教育部(2008)。97年國民中小學九年一貫課程綱要(100學年度實施)，http://www.edu.tw/eje/content.aspx?site_content_sn=15326， 2011/10/15。  延伸查詢new window
2.Saunders, K. J.，Rennie, L. J.(2011)。A pedagogical model for ethical inquiry into socioscientific issues in science，http://link.springer.com/article/10.1007%2Fs11165-011-9248-z， 2011/12/06。  new window
圖書論文
1.Kohlberg, Lawrence(1976)。Moral stages and moralization: The cognitive-developmental approach。Moral Development and Behavior: Theory, Research and Social Issue。New York：Holt, Rinehart and Winston。  new window
2.林樹聲(2004)。重視自然與生活科技學習領域中科技爭議議題的融入與探討。國民中小學九年一貫課程理論基礎。臺北：教育部。  延伸查詢new window
3.Thoma, S.(1994)。Moral judgments and moral action。Moral development in the professions。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
 
 
 
 
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