國小社會領域論證式探究模式發展之行動研究

Argumentation-based inquiry is a form of higher-order thinking that fosters conceptual understanding, critical thinking, and reasoning on social issues. This study aimed to construct an argumentation-based inquiry model in social studies for elementary schools. The study applied the argumentation-ba...

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Bibliographic Details
Published in課程研究 Vol. 18; no. 2; pp. 031 - 052
Main Authors 洪麗卿(Li-Ching Hung), 潘香汝(Hsiang-Ju Pan)
Format Journal Article
LanguageChinese
Published 台灣 高等教育文化事業有限公司 01.09.2023
Subjects
controversial issues
inquiry-oriented
論證式探究
argumentation-based inquiry
social studies
爭議性議題
社會領域
探究取向
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Summary:Argumentation-based inquiry is a form of higher-order thinking that fosters conceptual understanding, critical thinking, and reasoning on social issues. This study aimed to construct an argumentation-based inquiry model in social studies for elementary schools. The study applied the argumentation-based inquiry model to investigate controversial issues in a sixth-grade social studies class in northern Taiwan over the course of one year through action research. There were four stages — plan, act, observe, and reflect in the cyclical action research twice to develop and modify the model. Multiple methods of data collection including document analysis, participant observation, and interview methods were applied. The findings of this study are as follows: (1) In the initial phase, teaching essential parts of argument as the claim, evidence, and reasoning would facilitate students to learn the argumentation. (2) Arguments/counterarguments would be adopted as scaffolding strategies for dialectical thinking of the co
ISSN:1816-5338