證據概念——實作背後的思考

Concept of Evidence: The Thinking Behind the Doing

本文旨在試圖闡明證據概念的基礎，並基於證據的知識架構。當評價證據的信效度時，必須洞悉數據的蒐集、研究計畫的設計、儀器測量、數據正確度之分析手法、數據的趨勢、關聯以及預測等，並於結果中呈現。證據概念架構除了影響英國所發展的課程內容之外，也被美國k-12科學教育架構及PISA 2015科學架構所引用。證據概念是探究與實作的核心，在Gott與Roberts（2008）的架構圖中，不管是質性資料或量化數據，都能培養學生的能力，以投入在真實論據的探究中發展知識及建立主張。108課綱的概念包含實質的科學內容及科學表現，而證據概念是學生可以學習、理解並且能夠在探究與實作中建構意義及知識，教師也可在實驗課程中加強學生的過程理解及評量學生的學習表現，這就是Gott與Roberts（2008）所強調，證據概念為「實作背後的思考」。

This study aims to elaborate the concept of evidence. Based on the knowledge framework of evidence, when evaluating the validity and reliability of evidence, it is necessary to understand data collection, research design, instrument measurements, analytical methods of data accuracy, data patterns, correlations and predictions, and presenting the results. In addition to influencing the curriculum content developed in the United Kingdom, the concept of evidence has also been cited by the K-12 Science Education in the United States and PISA 2015 Science framework. The concept of evidence is the core of scientific investigation and practice. The framework of Gott and Roberts (2008) emphasized on the interactive relations between the core of datum and the peripheral sphere concerning student’s inquiry-enables students to get equipped with the competence of forming authentic claims and scientific argumentations by their own, regardless of applying qualitative or quantitative data. The New Curriculum 2019 includes substantive concepts regarding the scientific content and performance. Hence the students can learn and acquire to construct their own meanings of investigation through the concept of evidence, while the teacher can reinforce students’ process of thinking and evaluate their learning performance. This explains “the thinking behind the doing, ” as Gott and Roberts (2008) argued.