The Effect of Verification and Falsification Teaching Models on Elementary Student Learning of Scientific Concept and Argumentation

• Main Authors: HSU, TING-JU, 許婷茹
• Other Authors: LU, YU-LING
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/f6j2f5

碩士 === 國立臺北教育大學 === 自然科學教育學系 === 105 === In recent years, the research of science education gradually focus on the argumentation ability of students. The scientific literacy of evaluation in the PISA and 12-year Compulsory Education curriculum guidelines, clearly emphasize student argumentation ability and reveals its importance. The aims of this study is to explore the effect of verification and falsification digital teaching models on elementary student learning of scientific concept and argumentation. Two-group pre-post-test quasi-experimental design was conducted in this study. Students in the experimental group (n=42) were taught with verification digital teaching models, whereas students in the control group (n=42) were taught with falsification digital teaching model. The evaluation instruments included scientific concept test, scientific argumentation ability test and scientific argumentation assessment worksheet. Scientific concept test and scientific argumentation ability test had been proved with validity and reliability. The period of the treatment lasted for 5 weeks. Descriptive statistics, chi-square test, paired t-test analysis and one-way ANOVA analysis are used to analyze the data. Study results indicated that: (1) Students in both groups did significantly better in the post-test than those in the pre-test of scientific concepts. And, there are no significant differences between the two groups. For the concepts related to argumentation, students taught with verification teaching model were significantly improved, but not those taught with falsification teaching model. (2) Both verification teaching and falsification teaching can significantly enhance students’ argumentation ability. And, there are no significant differences between the two teaching approaches. Low achieving students can learn effectively by this experimental approach to enhance their ability to choosing suitable claim. Medium achieving students with falsification teaching model can learn better in choosing the rebuttal. (3) Students’ evidence selection for scientific argumentation and teaching model he / she received has a positive relation.