| Summary: | 碩士 === 國立嘉義大學 === 數理教育研究所 === 102 === Abstract
The purpose of this study was to improve junior high school students’ skills on evidence evaluation and argumentation, and genetically-modified organisms(GMO) knowledge through the evidence-based socioscientific instruction. The study adopted one-group pretest posttest design. The sample was one teacher and 37 students in Chiayi county. The instruments included a GMO knowledge test, a questionnaire about evidence evaluation skills, a questionnaire about argumentation skills and a questionnaire about learning outcomes. Descriptive statistics, paired-samples t-tests and chi-square tests were administered for data analysis. The results revealed that the students showed statistically significant improvement in the scores of GMO knowledge (p<.05). Among the skills of evidence evaluation, the students showed statistically significant improvement in using the credibility criteria (p<.01), such as the numbers of samples, experimental design, recency and consistency of evidence, but not in using the source of evidence (authority vs individuals; the first-hand data vs second-hand data), and evaluating the relevance between a claim and evidence. Except making arguments, the students performed statistically significant improvement in formulating evidence, evidence-based rebuttals and supportive arguments (p<.01). The students significantly constructed more evidence after the instruction (p<.01). Most of the students expressed the socioscientific instruction was beneficial for them to improve their GMO knowledge, skills of evidence evaluation and making evidence-based argumentation.
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