Promote students’ argumentation ability and PISA scientific competencies through the use of digital scientific argumentation

• Main Author: 楊文宗
• Other Authors: 佘曉清
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/91788439032320297205

碩士 === 國立交通大學 === 教育研究所 === 101 === Promote students’ argumentation ability and PISA scientific competencies through the use of digital scientific argumentation Student：Wen-Tsung Yang Advisor：Hsiao-Ching She, Ph.D National Chiao Tung University, Institute of Education Abstract This study aims to to examine the difference in effectiveness between two digital scientific argumentation programs – one with an group argumentation component and one with an self-argumentation component – on 8th students’ physical science argumentation ability and PISA scientific competencies. A quasi-experimental design was used in this study. Two classes of 8th grade students received the on-line group argumentation learning program involving physical science concepts, and the other two classes of 8th grade students received the same on-line self-argumentation learning program, for six weeks. All 118 students were administered the physical science concepts test, physical science concept dependent formulating scientific issue test, and physical science dependent argumentation test before and one week after learning. In addition, both group students’ on-line argumentation, formulating scientific issue process was collected. Results showed that the students of both groups made progress from pre- to post-test on their physical science concepts, physical science concept dependent formulating scientific issue test, and physical science dependent argumentation test. Only the physical science dependent argumentation test shows the significant difference between two on-line argumentation groups. The self-argumentation group significantly outperform than to the group-argumentation group on their argumentation ability. Regression results indicated that hold of physical scientific conceptions is the best predicator for students’ ability of PISA scientific competencies, followed by argumentation ability. The quantity and quality of on-line physical scientific arguments that students generated in a series of argumentation questions improved across the six topics, and the self-argumentation group’s students outperform than to the group-argumentation students. The qualitative results of on-line PISA scientific competencies were equally perform for both groups. This clearly demonstrates that students’ argumentation ability and PISA scientific competencies were both facilitated through receiving either self or group on-line Synchronous Argumentation physical science learning program. More important, the student’s argumentation ability significantly performs better while self-digital argumentation was used, regardless of the quantitative or qualitative data. Keywords: PISA scientific competencies, scientific proof, network learning