| Summary: | 碩士 === 國立臺中教育大學 === 科學應用與推廣學系科學教育碩士班 === 102 === This study was an action research and “Plant Growth” class was chosen as experiment. Teachers integrated argumentation into Plant Growth class for there semesters, found difficulties and tried to find out some solutions. Expect these solutions could be useful reference.
The participants were third-grade elementary students in Taichung county. In first semester, there were 16 males and 16 females in the class, and divided them into 6 groups randomly; in second semester, there were 12 males and 12 females in the class, and divided them into 6 groups by students’ characteristic; in third semester, the dividing method was the same as second semester. Researcher selected 8 students purposively from 2 groups each semester to be objects for this study. The action research included 3 steps, each step involves 4 activities, and the activities were: planting/observing/recording, writing argumentation, group argumentation, and interviewing with students after class. Research tools were students’ study list, interview record, group discussion video record, students’ observation form, and teachers’ teaching journal. Data analysis was determined through the Toulmin Argumentation System
(TAS) that analyzed argumentation elements and the argumentation ability classification criteria developed in this study with reference to Kuhn(1991) and Huang(2005) classification criteria. The results showed that:
(1) The variation of students’ argumentation ability：
I. Argumentation types from frequent-appeared to infrequent were “CD”, “CW”, “CDW”, however, “R”, “Q”, “CWR”, “CWQ”, “WDQ”, “CDWB” were rarely showed. Most students’ argumentation formed as CDW structure. From the action research, it also was found that “CWD” was the most frequent-appeared type among these 3 steps. In first step, CWD appeared 21 times; in second step, CWD appeared 44 times; in last step, CWD appeared 62 times. The times increased from step to step that meant students’ argumentation ability became fuller though 3 steps.
II. In the three stages of argumentation exercise, the probability of WP is 46.1％,57.4％ and 60％ respectively, while the probability of WN is 25％,13％ and 8.3％ respectively, students decreased irrelevant points(WN) and add partial relevant points (WP)while concerning the relation between claim(C) and warrant (W). In other words, students could form more correct reasons in argumentation.
(2) The conception of plant growth：
I. During argumentation class, students built the concept of planting. Students thought the needed nutrient for plants sprout were come from roots, not seed itself. While discussing the factors for plant growth, most students mentioned that water and sunlight were the most important factors, the least was air.
II. In the second and third semesters, The problem was found during watering the plants, and students would personify the plants to solve it. However, when facing the problem of transplantations and leaves yellowing, they would solve it according to the life experience or textbooks.
III. Argumentation class changed students’ concept as well. In the first semester, students originally thought a seed needs soil to sprout, but now they thought a seed could sprout without soil. In the second and third semesters, students still thought that a seed needs sunlight to sprout as original. Students knew plants need sunshine, but they did not understand the relationship between sunshine and plants.
(3) The researcher’s reflection and professional growth ：
I. In the first and second semesters, students did not come up with more arguments point due to lack of concept of argument and limited reading/writing ability. Therefore, performing argumentation teaching method could help students with learning.
II. During the period of studying studnets’ argumentation, it brought some questions of the researcher himself/herself. By studying and designing the teaching method, it inspired the researcher with new concept and made him/her progress.
III. Integrating argumentation teaching method broke through the traditional lecture. Argumentation teaching could cultivate students’ critical thinking and form the concept of new understanding.
Based on the above results, Students could form more correct reasons in argumentation. In other words, Ability to increase of student argumentation. After the integraed argumentation teaching, The concept of students would change,but the concepts between sunlight and plant could not change. Researchers to grow professionally through argumentation teaching process.
The following were some suggestions for future studies:
(1) Integrated argumentation into teaching：
I. Suggested teachers integrate argumentation into teaching that students could to clarify alternative conception through argumentation.
II. Teachers teaching reflection and correction to obtain professional growth.
(2) In future studies：
I. Explore different arguments strategies into teaching to help students learn argumentation.
II. Used action research to explore different arguments strategies into teaching to help students learn argumentation.
|
|---|
