如果可以這樣學自然！—國小學生在社會性科學議題教學中知識、動機與合作能力的改變

If Learning Science Is Like This — Elementary Students’ Change in Knowledge" Motivation" and Cooperative Skills Through Socioscientific issues-based Learning

本研究以社會性科學議題（socioscientific issues，下稱SSI）本位教學，從事研究。教學設計是以「土石流」為科學學習單元，「是否開發山坡地」為SSI，發展教學 模組，在一個五年級班級進行7週的教學。在教學前後與過程中，採用混合研究法，藉問卷、學習單及訪談，蒐集量性與質性資料，探討學生的自然科學習動機、小組 合作技能及「土石流」的知識是否改變。經SSI教學後，學生於此三項的表現均有 顯著增長。科學學習動機中的「學習環境誘因」、「成就目標」、「主動學習策略」、「科學學習價值」有顯著提升。小組合作技能中的「溝通」及「個人和團體的成長」等亦有顯著進步。學生回應喜歡SSI教學，且它有助學習；而討論、觀摩、蒐集資料、思考他人想法為學習的特色。本文並對SSI教學的實施與未來研究提出建議。

This study adopted socioscientific issues (SSI)-based learning to do an empirical research. The topic “mudslide” and the issue “whether slope of mountain was exploited for human utilization” were chosen for developing a 7-week teaching module， and then practiced in a purposely selected Grade 5 class. The mixed method was adopted， including pre- and post-test of instruments， worksheets， and interviews. Quantitative and qualitative data were collected to investigate students’ changes in motivation toward learning science， skills in cooperative learning， and knowledge in the learned topic. After SSI-based learning， all these three domains were found improved significantly. In terms of motivation toward science learning， the scores in subscales “stimuli of learning environment，” “achievement goals，” “active learning strategies，” and “values of science learning” were significantly increased. In cooperative skills， the subscales of “communication” and “growth of individual and group” were significant increased. To sum up， discussion， emulation from peers， information gathering， and thinking of peers’ opinions were viewed as the special feature of SSI learning. Based on this study， SSI teaching and its research in the future were suggested.