探討不同科學認識觀的八年級學生在社會性科學議題上論證能力的表現

Abstract

[[abstract]]This study aimed to explore the development of eighth graders’ argumentation skills and scientific epistemological views through socioscientific issues-based instruction, and the relationship between their argumentation skills and scientific epistemological views. After selecting 42 participators from a remote middle school using convenience sampling, we used the one-group and pre-posttest experimental design to examine the effect of socioscientific issues-based instruction. The results showed that students’ generating arguments, counterarguments, backings, evidences, and qualifiers were not improved significantly after the instruction. Moreover, their scientific epistemological views in the theory-laden exploration of science had changed significantly and were closer to the view of logical positivism. Furthermore, we found that there was a significant difference in argumentation skills between students with different scientific epistemological views, especially in generating backings. Students whose scientific epistemological views tended to constructivism epistemological views would have better argumentation skills after the socioscientific issues-based instruction.