社會性科學議題線上教學模組對高中生多元面向決策的影響

The Influence of the Online Learning Module on the Multi-Perspective Decision-Making of High School Students

本研究依據證據導向的決策框架來發展社會性科學議題課程，利用網路探究學習平台將社會性科學議題所蘊含多元面向和理性決策的素材媒體和視覺化工具予以整合成線上教學模組。本研究探討此社會性科學議題線上教學模組的學習鷹架設計，對高中生多元面向決策的影響。從學生在各決策活動步驟填寫的線上學習單內容，歸類出四個考量立場的面向：一、目標利益的考量；二、顧及他人的考量；三、史蹟自然的考量；四、科技管理的考量。分析每個決策步驟中學生考量的立場面向類型和多寡，以及決策步驟之間立場面向的變化與對應情況。研究發現，此教學模組提供決策框架、視覺化工具和文字提示等鷹架協助，幫助學生在辨識議題、建立判準、蒐集證據和確認決策等步驟有多元面向的考量，並相互對應後做成決定。然而，部分學生無法就其重視的面向來蒐集相對應的證據，建議課程設計除了在決策框架和判準條件提供鷹架協助之外，未來可加強引導蒐集對應證據的鷹架設計，協助學生形成具有證據的決定，並提升學生針對社會性科學議題進行證據導向決策的能力。

With the evidence-based decision-making framework, this study developed an online learning module for a socio-scientific issue. The materials and scaffolds about the multiperspectives and rational decision-making of the socio-science issue were integrated into the online learning module. This study explored the influence of the scaffolds on the multi-oriented decision-making of high school students. Students’ answers in the worksheets of the decision-making activities were categorized into four perspectives: (1) goal-profit, (2) concern-for-other people, (3) thought-for environment; (4) administration. Students’ categories and numbers of perspectives in each stage of decision-making, and the alignments of perspectives between stages were analyzed. The analysis results showed that the decision-making framework and scaffolds in the learning module help students to recognizing the decision problem, generating criteria, collecting and analyzing data, and making a decision with reasoning from multi-perspectives, and their perspectives could be consistent during the decision-making process. However, some students are unable to collect data as evidence corresponding to their consideration. To promoting students’ evidence-based decision-making ability, it is suggested that in addition to providing assistance in the decision-making framework and the judgment of criteria, the curriculum design should strengthen the guidance for students collecting the corresponding evidence to form an evidence-based decision.