本研究之目的在探索七年級學生之科學新聞論證與其學習成就之間的關係。本研究以 臺灣中部海線某一國中62位學生為研究對象，男生33人，女生29人。資料來源為學生的4 篇科學新聞論證寫作與生殖遺傳與演化兩個單元的概念成就測驗。科學新聞論證寫作採用 Toulmin的論證元素來設計學習單，寫作資料經由編碼後給予分數。各單元的概念成就測驗 以自然課程相關概念編制，並請同校三位七年級的自然教師審核。資料分析採用重複量數分 析學生的4篇科學新聞論證寫作表現，以及使用逐步迴歸分析法探討科學新聞論證與單元概 念成就測驗之間的關係。研究結果顯示，在單元之末運用科學新聞教學，選用報導科學研究 的文本論證，效益較佳，且論證科學新聞，能影準學生的科學學習成就。基於研究結果可 知，培養中學生以證據、結論、赞成理由與反對理由的論證架搆來評量科學新聞，可達到促 進科學概念學習的效果，此外，教師於單元末運用科學新聞來協助學生整合學習内容，若選 用報導科學研究的文本，學生較能對新聞作者提出結搆較佳的論證。

The aim of the study was to determine the relationship between students’ argumentation about media science reports and their achievement outcomes. Sixty-two seventh graders (33 boys and 29 girls) from two classes in one school in central Taiwan were invited to participate. Four media science reports which present science research progress or events related to science were selected to explore their effects on science achievement. The data were four science news worksheets and two achievement tests (Reproduction-Genetics and Evolution ) . Science news worksheets were designed according to Toulmin* s Argument Pattern and scored through coding. Two achievement tests related to concepts of science curriculum were produced and were examined by three biology teachers in the same school. Scores of written argumentation were analyzed by repeated measures and the relationship between scores of written argumentation and achievement tests were explored by stepwise regression. The results indicate that it is beneficial to choose science research report at the end of various science units. Moreover，science news argumentation influences science achievement. We conclude that educators can foster junior high school students' learning by cultivating their ability to evaluate media science reports based on evidences, conclusions，approval reasons and rebuttals. Furthermore, utilizing media science reports to help students integrate learning contents at the end of teaching unit, students can bring up better argument structure if science research reports were chosen.