探討高中生於探究導向的社會性科學議題教學取向（SSIBL）之探究能力與態度表現—以水資源議題為例

Abstract

本研究旨在探討以探究導向的社會性科學議題學習（Socio-Scientific Inquiry-Based Learning, SSIBL）為核心設計的水資源議題教學模組，對高中生在科學探究能力與對水資源態度之影響。SSIBL 模式融合真實社會情境、基於探究的學習活動（Inquiry-Based Science Education, IBSE），旨在引導學生建立具社會參與意涵之行動主張，以促進批判思維與公民素養的潛力。本研究教學模組以水資源議題為主軸，設計多樣化活動，涵蓋資料分析、論證推理、角色扮演與行動規劃，期望激發學生對科學性社會議題的關注與理解。本研究採單組前後測設計，對象為北部某市立高中參與寒假科學營之選修學生共 24 位。研究設計包含教學模組實施前後的探究能力測驗與對水資源的態度量表，並分析學生在教學模組中的學習單作答內容。資料經敘述性統計與推論統計分析，釐清學生在探究中的三項子能力（發現問題、規劃與研究、論證）與對水資源態度的改變情形，並比較不同先備背景學生的學習表現差異。重要研究結果如下：（一）教學模組對學生的整體探究能力有顯著提升，尤其以「論證」子能力的進步最為突出。然而，「發現問題」與「規劃與研究」兩項子能力的進步幅度則相對有限。（二）學生的整體水資源態度在教學模組後有所提升，特別是「對水資源的關懷、了解與責任」以及「對水資源利用的態度」兩個構面呈現顯著提升。但「對水資源保育的態度」則未達統計顯著水準。（三）先備探究能力較低的學生，於接受教學模組後展現出更大幅度的進步。在「發現問題」子能力及整體探究能力的進步幅度上，低分組學生顯著優於高分組。（四）學生的先備水資源態度高低，與其探究能力的進步幅度之間並無統計上的顯著關聯。此結果初步暗示，影響學生探究能力成長的關鍵可能更在於教學模組本身的設計和學習歷程的參與度。本研究結果將有助於理解 SSIBL 模式於高中課程中實施之可行性與挑戰，並對未來科學教育實務與科學性社會議題教學模組設計提供實證依據與建議。This study aims to investigate the impact of a water resource curriculum designed based on the Socio-Scientific Issues-Based Learning (SSIBL) framework on high school students’ scientific inquiry competence and attitudes toward water resource issues. The SSIBL model integrates authentic societal contexts and Inquiry-Based Science Education (IBSE), guiding students to formulate action-oriented claims with significance for social participation, thus fostering critical thinking and civic literacy. Centered on water resource issues, the curriculum incorporates diverse activities, including data analysis, argumentation and reasoning, role-playing, and action planning, with the goal to stimulate students' interest in and understanding of scientific and societal issues. A single-group pretest-posttest design was adopted, involving 24 students from an elective course at a municipal high school in northern Taiwan who participated in a winter science camp. The research design included pre- and post-tests on inquiry competence and a water resource attitude scale, with further analysis of students' responses on learning sheets within the curriculum. Data were analyzed using descriptive and inferential statistics to examine changes in students' three sub-competencies of inquiry ("identifying problems," "planning and conducting research," and "argumentation and modeling") and their attitudes toward water resources. Key findings are as follows: (1) The teaching module significantly improved students' overall scientific inquiry competence, with the most prominent progress observed in "argumentation and modeling". However, changes in "identifying problems" and "planning and conducting research" sub-competencies were limited and not statistically significant. (2) Students' overall attitudes toward water resources showed significant improvement post-intervention, particularly in the dimensions of "concern, understanding, and responsibility for water resources" and "attitude toward water resource utilization". Nevertheless, the "attitude toward water resource conservation" dimension did not show a statistically significant change. (3) Students with lower prior inquiry competence demonstrated more substantial progress after participating in the teaching module. Specifically, the low-scoring group showed significantly greater improvement in"identifying problems" and overall inquiry competence compared to the high-scoring group. (4) No statistically significant correlation was found between students' initial attitudes toward water resources and the degree of improvement in their inquiry competence. This finding preliminarily suggests that the design of the teaching module itself and the students' engagement in the learning process may play a more critical role in fostering inquiry competence growth than their pre-existing environmental attitudes. The results are expected to provide insights into the feasibility and challenges of implementing the SSIBL model in high school curricula and to offer empirical evidence and practical recommendations for future science education practices and curriculum design.