探討SSI課程前後學生決策能力與氣候變遷調適素養改變情形

Abstract

本研究設計氣候變遷調適為主軸的SSI課程，並探討課程前、後學生決策能力（辨識兩難問題、區別差異、形成判準、運用策略進行權衡、做出決定並提出缺點）與氣候變遷調適素養（認知、態度、行動力）的表現與變化情形。本研究採單組前後測設計，以便利取樣的方式選取桃園市某所高中二年級共37位學生作為研究樣本，進行兩週共四堂課的教學實施（課程名稱：海岸線的未來）。研究過程蒐集學生的課程學習單、情境式決策能力試題、氣候變遷調適素養問卷前後測資料，利用描述性統計以及無母數檢定法的魏氏考驗、U考驗進行結果分析。研究結果發現：（一）課程對於提升學生的整體決策能力有顯著的幫助，尤其在「形成判準」、「運用策略進行權衡」、「做出決定並提出缺點」的進步最為明顯。（二）課程對於提升學生整體氣候變遷調適素養（包含認知、態度與行動力）有顯著的幫助。（三）學生傾向從「生態保育」的角度觀點進行方案的抉擇，其次為安全功能性與社會經濟考量。（四）先備決策能力高分組的學生在課程中所展現的整體決策能力優於低分組學生，但課程結束後則是低分組學生的整體決策能力進步幅度優於高分組學生。

This study aims to explore students’ improvements in decision-making abilities (i.e.,identifying controversies, differentiation, generating criteria, comparing pros and cons using strategies, making and evaluating a decision), and climate change adaptability literacy (i.e., cognition, attitude and action) after socioscientific issue teaching. The one-group pretest-posttest design was adopted with a technique of convenient sampling (37 sophomore students from a senior high school in Taoyuan City) in the study. The data including the pre- and post- tests of decision-making ability, questionnaire of climate change adaptability literacy, and worksheets were collected and analyzed with nonparametric statistics. The results showed that i) students’ overall decision-making ability was improved significantly after socioscientific issue teaching; ii) students’ overall climate change adaptability literacy was improved significantly after socioscientific issue teaching; iii) most students intended to make their decisions from the “ecological protection” view; iv) the students with higher pretest scores in decision-making ability had significant better decision-making performances in worksheets than those with lower pretest scores. However, the students with lower pretest scores in decision-making ability improved their decision-making ability significantly more than those with higher pretest scores after socioscientific issue teaching.