偏鄉國小地方本位之社會性科學議題教學

Place-Based Socio-Scientific Teaching and Learning Practice in Indigenous Elementary Schools

10.6173/CJSE.202212/SP_30.0002

張慧娟(Hui-Chuan Chang)；拉罕羅幸(Lahang Lowsing)；李暉(Huei Lee)

地方本位教育 ； 社會性科學議題 ； 原住民教育 ； 論證教學 ； Place-Based Education ； Socio-Scientific Issues ； Indigenous Education ； Argumentation Instruction

科學教育學刊

30卷S期（2022 / 12 / 01）

403 - 424

繁體中文;英文

近年來研究指出，以社會性科學議題（Socio-Scientific Issues, SSI）融入自然科教學，有助於培養學生論證能力，也能培養學生參與社會事務。在既有的基礎上如何進展，仍是值得探究的。本研究依Zeidler等（2019）之建議，從地方本位教育的觀點，邀請一位偏鄉原住民部落國小自然科教師，共同發展地方本位的SSI教學的課程，瞭解原住民學生在本課程中之學習情形。研究採質性取向，實際課程共15節課，歷時八週，資料收集期間約半年。結果發現教師在設計課程上會面臨因生疏而產生疑慮之情形，而溝通討論是消除疑慮的有效方法。地方本位的SSI教學不僅容易提高學生興趣，因論證採用真實（authentic）問題的辯論，經過角色扮演與角色互換的歷程，除了可以增進論證上使用證據的能力，同時也能促使學生從多元思考看待問題。學生經由課程可具體提昇地方感、地方認同與相關的科學與論證知識。研究結果可以提供未來SSI融入新課程的新視野。

In recent years, studies have pointed out that the integration of socio-scientific issues (SSI) into the teaching of sciences can help cultivate students' argumentation ability, and can also cultivate students' participation in social affairs. It remains to be understood how to support the design and implementation of such SSI instruction and how to effectively integrate SSI into the new curriculum. According to the suggestion of Zeidler et al. (2019), from the perspective of place-based education, this study invited a science teacher from a rural indigenous elementary school to jointly develop a place-based SSI teaching curriculum, with the aim of understanding how the students would learn in this kind of curriculum. In terms of the research, which has a qualitative orientation, the actual course has 15 lessons, which lasted eight weeks, with the data collection period being about half a year. The results show that although teachers will face doubts due to the unfamiliarity of designing these types of courses, communication and discussion are an effective method to eliminate such uncertainties. Place-based SSI teaching can not only easily improve students' interest, but also uses authentic debates in argumentation. Through the process of "role playing" and "role shifting," in addition to improving the ability to use evidence in argumentation, it can also promote students to look at problems from multiple perspectives. Through the course, students can specifically develop a sense of place, place identity, and related scientific and argumentative knowledge. The research results can provide a new vision for the future integration of SSI into new curricula, as well as a reference for natural science teaching in indigenous schools.

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