| Summary: | 碩士 === 國立臺北教育大學 === 課程與教學研究所 === 105 === This study aims to explore the effect of applying Cooperative Learning Strategy in scientific argumentation skills among grade 6 students in elementary school, evidenced with their learning outcomes. This study started with quasi-experimental design, targeting at the subjects who were students at 2 classes under normal class grouping in grade 6 of a rural elementary school in Taoyuan City. Among the 2 classes, 16 students from one class serving as Experimental Group took the scientific argumentation lessons instructed in mode of Cooperative Learning Strategy; while 18 students from other class serving as Control Group took the same lessons instructed in the conventional mode. The students at each group were given 12 week instruction separately.
This study by far a quantitative research, administered Pre-Test and Post-Test respectively before and after delivering the instructions, by using the independently developed Test Sheet of Scientific Argumentation Skills in "Changes to Earth Surface" and "Learning Attitude Scale on Scientific Argumentation". Then the study analyzed the results statistically with SPSS. Besides, for giving a supplementary explanation to the results of the said quantitative analysis, this study also conducted qualitative analysis by reviewing the Cooperative Learning Record Sheet on Scientific Argumentation", Semi-structural Interview Record, and Teaching Review Notes.
The study led to following findings:
1.Teaching with Cooperative Learning Strategy outperformed Conventional Teaching in enhancing grade 6 student's Scientific Argumentation Competence;
2.Teaching with Cooperative Learning Strategy outperformed Conventional Teaching in embracing grade 6 student's learning attitude toward Scientific Argumentation;
3.In terms of Scientific Argumentation Competence and Learning Attitude, high achievement students at grade 6 demonstrated significant difference in their outcomes due to different teaching methods (Cooperative Learning Strategy, Conventional Teaching);
4.In terms of Scientific Argumentation Competence and Learning Attitude, low achievement students at grade 6 demonstrated significant difference in their outcomes due to different teaching methods (Cooperative Learning Strategy, Conventional Teaching);
5.Teaching with Cooperative Learning Strategy can promote students’ positive interaction, which facilitating enhancing interest in learning scientific argumentation, furthermore, students can get better learning achievement in the argumentation content which is full of fun, and related to personal experiences.
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