論證教學相關實證性研究之回顧與省思

Literature Review and Reflection on the Research about Argumentation Instruction

近年來，學生的論證能力逐漸受到國內外科學教育界的重視，因此許多論證教學的研究紛紛以探討如何提升學生論證能力為目的，發展教學策略與活動。本文針對論證的意涵、教學策略、論證教學的成效等相關研究進行文獻探討和分析。結果發現：一、論證教學應用的題材可分為社會性科學議題與科學理論，其中採用社會性科學議題之論證教學常使用角色扮演、辯論、論證寫作等教學策略，而針對科學理論之論證教學則較常使用實驗設計、實驗操作與公開說明等教學策略；二、適當的論證教學不僅可提升學生的論證能力，對於學生建構科學知識、了解科學本質以及學習從倫理和道德層面考量問題皆有助益；三、教學者若能先藉由適當的情境鋪陳及提供蒐集證據的活動，幫助學生建構先備的知識，則學生不僅能做出充分的討論，也能表現較佳的論證；四、目前的論證教學研究對象多著重於中學生，忽略國小學生也能藉助適當的策略，協助其發展此項高層次的思考能力；五、論證教學研究因實驗設計、取樣的方法與數量、樣本特質的不同，而導致教學成效的分歧。最後本文針對論證教學實務提出一些具體的建議。

The students' argumentation skills are placed importance on science education in a decade. Therefore, many studies are to explore the argumentation instruction in order to improve the students' argumentation skills. In this paper, we reviewed and analyzed the papers about the meaning of argumentation, the teaching strategies of argumentation instruction, and the empirical studies on argumentation instruction in science education. The results showed that: (1) the researchers usually adopted the teaching strategies, such as role play, debate, argument writing in the instruction of socioscientific argumentation. On the other hand, they asked students to design an experiment and collect evidence to justify a theory when they learned scientific argumentation. (2) A good argumentation instruction could not only improve students' argumentation skills and understanding of nature of science, but also fostered their knowledge construction and thinking over socioscientific issues from ethical and moral aspects. (3)Most studies pointed out a suitable context or an evidence-collecting activity can help students to build their prior knowledge and discuss thoughtfully before they make an argument. (4) Most studies chose high school students as their sample instead of elementary school students. It is worth of exploring teaching strategies to help elementary school students to improve their argumentation skills. (5) Due to different experimental design and sampling, the results of most studies on argumentation instruction are divergent. Some showed the learning results of the students became better after they experienced the argumentation instruction, and some still remained unchangeable. The implications for classroom practice are discussed in the end of this article.