探討高中生在探究取向的社會性科學議題學習中之探究表現

Inquiry Performance of High School Students in Socioscientific Inquiry-Based Learning

本研究旨在探討探究取向的社會性科學議題（socioscientific inquiry-based learning, SSIBL）課程對高中生探究能力的影響，以「減碳」議題為例。研究採用單組前後測設計，對臺北市某高中2年級的49名學生進行調查，通過前後測與學習單內容分析來評估學生在「發現問題」、「規劃與研究」以及「論證與建模」3個探究子能力上的表現。研究結果顯示，SSIBL課程顯著提升了學生的整體探究能力。而先備探究能力較低的學生在所有探究子能力上的進步幅度均高於先備能力較高的學生，表明SSIBL課程對於不同背景的學生具有普遍適用性。研究建議未來的課程設計可以進一步優化鷹架系統，以滿足不同學習需求，並探討如何在教學中有效融入新興科技來支持個別化教學。

This study analyzed the effects of socioscientific inquiry-based learning (SSIBL) on high school students’inquiry abilities, with a focus on the topic of carbon reduction. Under a single-group pretest–posttest design, 49 11th-grade students from a high school in Taipei City, Taiwan, were evaluated. Pretest, posttest, and worksheet results were used to assess student performance across three inquiry subskills: identifying questions, planning and research, and argumentation and modeling. The SSIBL curriculum significantly improved the students’overall inquiry abilities. Additionally, the students with lower pretest inquiry abilities demonstrated greater improvement across all inquiry subskills than did those with higher pretest abilities, underscoring the broad applicability of the SSIBL curriculum. Future curriculum designs can further optimize scaffolding systems to meet diverse learning needs and integrate technological tools to support individualized instruction.