針對高中科學論證教學研究回顧與評析

This study aimed to identify the features of argumentation instruction in senior high school classrooms to formulate recommendations for researchers and curriculum developers. Therefore, we searched the Scopus database and three major Taiwan-based journals for relevant studies. In total, 24 articles were selected because they met the three filter criteria of (1) being empirical studies, (2) involving senior-high-school teacher or student participants, and (3) examining classroom teaching practices. The literature review indicates that the immersion-type argumentation instruction attracted the most attention. This type of instruction often establishes an appropriate design-based learning context to enhance students’ engagement and motivation. Several studies indicate that immersing students in a student-centered learning environment can enhance the argument discourse that they engage in with their peers and teachers. The structural-type argumentation instruction stresses the enhancement of students’ understanding of argumentation. Generally, the framework of argumentation is embedded in worksheets and scientific writing activities designed to improve students’ knowledge of the elements of argumentation. These findings highlight the potential of embedding the argumentation framework into teaching activities to improve students’ transfer of learning with respect to argumentation abilities.