國小學童的非形式推理之研究－以生物複製議題之引導式論證爲例

A Study on Informal Reasoning of Sixth Graders Through Guided TAPping Integrated with Clone Issue

10.6384/CIQ.201001.0209

靳知勤(Chi-Chin Chin)；楊惟程(Wei-Cheng Yang)；段曉林(Hsiao-Lin Tuan)

引導式論證 ； 非形式推理 ； 社會性科學議題 ； 科學素養 ； guided-TAPping ； informal reasoning ； scientific literacy ； socioscientific issues SSI

課程與教學

13卷1期（2010 / 01 / 01）

209 - 232

繁體中文

This study developed a guided-TAPping pattern integrated with the clone issue for enhancing sixth graders' informal reasoning. The one-group pretest-posttest design and qualitative method were used to collect data. The student subjects' performance during the reading-writing activities was used as the pre/posttest. Furthermore,, guided-TAP (Toulmin's Argument Pattern) cell writing was also used in the study to probe student subjects’ informal reasoning. During the implementation, student subjects' reading-writing worksheets, interviews, and feedback questionnaires were also included to collect their pro and con positions as well as their responses to the learning process. Results show that reading comprehension had no significant difference, but essay writing was much improved after the implementation. The rate of accuracy indicated that backing cell was much difficult. Students changed their positions of informal reasoning on the basis of the condition of cloning. The findings suggested that the guided-TAPping pattern is an applicable strategy for teaching primary school students informal reasoning and promoting their scientific literacy.

This study developed a guided-TAPping pattern integrated with the clone issue for enhancing sixth graders' informal reasoning. The one-group pretest-posttest design and qualitative method were used to collect data. The student subjects' performance during the reading-writing activities was used as the pre/posttest. Furthermore,, guided-TAP (Toulmin's Argument Pattern) cell writing was also used in the study to probe student subjects’ informal reasoning. During the implementation, student subjects' reading-writing worksheets, interviews, and feedback questionnaires were also included to collect their pro and con positions as well as their responses to the learning process. Results show that reading comprehension had no significant difference, but essay writing was much improved after the implementation. The rate of accuracy indicated that backing cell was much difficult. Students changed their positions of informal reasoning on the basis of the condition of cloning. The findings suggested that the guided-TAPping pattern is an applicable strategy for teaching primary school students informal reasoning and promoting their scientific literacy.

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