Explore the impact of functional scaffolding scientific inquiry digital learning on 8th grade students' scientific explanantions and evidence-based argumentation ability
|關鍵字:||科學探究;科學解釋;科學舉證;數位化學習;Scientific inquiry;Scientific reasoning;Evidence-based argument;Digital learning|
Abstract The scientific inquiry digital learning content was developed for junior high school science and technology course in order to promote students’ scientific reasoning and evidence-based argument ability. This study is to examine its effectiveness of providing students with functional scaffolding or not on their ability of identifying variables, forming hypothesis, generating scientific explanations, and evidence-based argumentation ability. The quasi-experiment design was adopted in this study. There are 4 classes of 8th grade students were recruited to participate in this study and randomly assigned into two groups in learning scientific inquiry digital learning content, one is functional scaffolding group(49 students) and the other is without functional scaffolding group(55 students), 104 samples in total. All students received 1st, 2nd, and 3rd of science achievement, pre-, post-, and retention test of two-tier scientific explanation and evidence-based argumentation, and perceptions of scientific inquiry digital learning questionnaire. Besides, there’s a control group(56 students) who received traditional instruction and compared with the former two groups in 1st, 2nd, and 3rd test of science achievement. Results showed that there were no significant difference between two groups who has received digital learning on the science achievement test, but both groups significantly outperformed than control group on the part of 3rd science achievement test of scientific reasoning & evidence-based context questions. In two-tier scientific explanation and evidence-based argument test, two groups all made improvement, and the group who received functional scaffolding group outperformed significantly than to the group who did not received functional scaffolding on the retention test. Both groups all made significantly improvement from unit 1 to unit 4. The group who received functional scaffolding performed significantly better than without functional scaffolding in their forming hypothesis, generating scientific explanations, and evidence-based argumentation abilities. In addition, both groups all perceived very positive attitude in scientific inquiry digital learning with few difficulty. This study demonstrated both group indeed made great improvement on their identifying variables, forming hypothesis, generating scientific explanations, and evidence-based argumentations abilities.