以作者名、篇名、關鍵字或DOI查詢

期刊目錄列表 - 71卷(2026) - 【教育科學研究期刊】71(3)九月刊
回上一頁

角色交換對於學生進行社會性科學議題決策之影響 作者:
國立臺灣師範大學科學教育研究所 吳貞儀
國立臺灣師範大學科學教育研究所 許瑛玿
國立臺灣師範大學科學教育研究所 楊芳瑩

卷期：71卷第3期
日期：2026年9月
頁碼：35-58
DOI：https://doi.org/10.6209/JORIES.202609_71(3).0002

摘要：

　　近年科學教育的重點之一是提升學生對於複雜社會性科學議題的解決能力。由於社會性科學議題包含多元面向，有許多不同的觀點，容易產生兩難的衝突，因此不易有明確的解決方案。面對這樣複雜的議題，學生遇到不同觀點時，常會感到內心衝突或挫折。本研究在一所高中二年級四個班級進行為期六節的線上社會性科學議題三階段決策模組，針對海岸地區建置天然氣接收站的議題，學生在認識及評估不同權利關係人的觀點後，被隨機分配進行角色扮演或角色交換。由98位學生完成的學習單中，分析立場決策、反思及社會情緒學習感知，探討角色扮演或角色交換對於學生在決策時觀點取替的差異。結果顯示，課程結束後有些學生會將相對立場的觀點納入考量，甚至思考配套措施尋求雙贏。此外，無論同意或不同意建天然氣接收站，進行角色交換的學生顯著有較多比例在決策時有觀點取替，甚至改變最終立場。然而，決策時沒有觀點取替的學生在進行角色交換後，則社會覺察、社交技巧及負責任決策的感知則較有觀點取替的學生來得降低，顯示需有更明確的鷹架來引導學生學習觀點取替，以進行社會性科學議題的決策。

關鍵詞：決策、觀點取替、角色交換、社會情緒、社會性科學議題

《詳全文》 檔名

參考文獻：
Archila, P. A., Truscott de Mejía, A. M., & Restrepo, S. (2023). Using drama to enrich students’ argumentation about genetically modified foods. Science and Education, 32, 635-668. https://doi.org/10.1007/s11191-022-00346-y
Bächtold, M., Pallarès, G., De Checchi, K., & Munier, V. (2023). Combining debates and reflective activities to develop students’ argumentation on socioscientific issues. Journal of Research in Science Teaching, 60(4), 761-806. https://doi.org/10.1002/tea.21816
Böhm, M., Barkmann, J., Eggert, S., Carstensen, C. H., & Bögeholz, S. (2020). Quantitative modelling and perspective taking: Two competencies of decision making for sustainable development. Sustainability (Switzerland), 12(17), Article 6980. https://doi.org/10.3390/SU12176980
Chang-Rundgren, S. N., & Rundgren, C.-J. (2010). SEE-SEP: From a separate to a holistic view of socioscientific issues. Asia-Pacific Forum on Science Learning and Teaching, 11(1), Article 2.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum.
» 展開更多
中文APA引文格式
吳貞儀、許瑛玿、楊芳瑩（2026）。角色交換對於學生進行社會性科學議題決策之影響。教育科學研究期刊，71（3），35-58。
https://doi.org/10.6209/JORIES.202609_71(3).0002
APA Format
Wu, J.-Y., & Hsu, Y.-S., & Yang, F.-Y. (2026). Effect of Role Reversal on Students’ Decision-Making for a Socioscientific Issue. Journal of Research in Education Sciences, 71(3), 35-58.
https://doi.org/10.6209/JORIES.202609_71(3).0002

Journal directory listing - Volume 71 (2026) - Journal of Research in Education Sciences【71(3)】September
Top

Effect of Role Reversal on Students’ Decision-Making for a Socioscientific Issue Author:
Jen-Yi Wu (Graduate Institute of Science Education, National Taiwan Normal University)
Ying-Shao Hsu (Graduate Institute of Science Education, National Taiwan Normal University)
Fang-Ying Yang (Graduate Institute of Science Education, National Taiwan Normal University)

Vol.&No.：Vol. 71, No. 3
Date：September 2026
Pages：35-58
DOI：https://doi.org/10.6209/JORIES.202609_71(3).0002

Abstract：

　　Enhancing students’ ability to resolve complex socioscientific issues (SSIs) has been one of the focuses of science education in recent years. SSIs are viewed as multifaceted, debatable problems with various perspectives, resulting in conflicts and dilemmas for which clear solutions are difficult to achieve. Students often experience inner conflict or frustration when facing such complex issues and being aware of various perspectives that differ from their own. In the current study, a three-phase decision-making framework was adopted to formulate a web-based SSI module (with six periods of class time spanning 2 weeks), and it was implemented in four classes of 11th grade in a senior high school. After recognizing and evaluating the different perspectives of stakeholders in the issue of a gas transportation station in a coastal area, students were randomly assigned to study and enact roleplay or role reversal as one of the stakeholders. Ninety-eight senior high school students’ comments and reflections on their final position on the SSI and their perceptions of social emotion were examined to explore the differences between the effects of roleplay and role reversal on students’ SSI decision-making with perspective-taking (DM-PT). The results indicated that after the implementation, some of the students were willing to consider incorporating opposite perspectives and to seek compensation plans as remedies for a win-win solution. Moreover, role reversal was found to be more effective than roleplay in terms of fostering the students’ perspective-taking during their SSI decision-making and resulting in the change of their final position, regardless of whether they agreed or disagreed with the construction of a gas transportation station. However, additional explicit scaffolding is required for those students who do not demonstrate DM-PT reflection, particularly those who practice role reversal and have less-positive social emotions regarding social awareness, relationship skills, and responsible decision-making. The implications of these findings for SSI instruction are discussed.

Keywords：decision-making, perspective-taking, role reversal, social emotion, socioscientific issue