2016．第44卷第2期（Vol. 44 No. 2）．pp. 101–126
If Learning Science Is Like This — Elementary Students’ Change in Knowledge, Motivation, and Cooperative Skills Through Socioscientific issues-based Learning
靳知勤、胡芳禎（Chi-Chin CHIN & Fang-Jen HU）
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.
Keywords: cooperative skills; socioscientific issues-based teaching; science education; motivation of science learning