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The Effects of the Argument-Based Claim and Evidence Writing Approach: Focus on High School Chemistry
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 Title & Authors
The Effects of the Argument-Based Claim and Evidence Writing Approach: Focus on High School Chemistry
Jo, Hui; Choi, Aeran;
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 Abstract
The purpose of this study was to examine changes in student writings of claim and evidence after group and class discussions; changes in students` critical thinking; and students` perceptions on an argument-based claim and evidence writing approach. Seventy two grade 11 students from two classes of a high school located in Seoul participated in ten chemistry activities using the argument-based claim and evidence writing approach. Claim scores for 9 topics and evidence scores for 10 topics significantly improved after group discussion. There were also statistically significant differences in claim scores for 7 topics and evidence scores for 10 topics after class discussion. Participant students responded to an open-ended survey that group discussion helped them to figure out the problem context and class discussion guided them to provide with more sufficient evidence. There were also statistically significant increases in sub-scores of the Cornell Critical Thinking Test after the intervention.
 Keywords
Argumentation;Claim and evidence writing;High school chemistry;
 Language
Korean
 Cited by
1.
지질 답사 보고서에 나타난 고등학생들의 내러티브 특성: 내러티브적 사고와 학업 성취도의 관계,정수임;신동희;

한국과학교육학회지, 2015. vol.35. 4, pp.735-750 crossref(new window)
1.
Narrative Characteristics in High School Students' Geological Field Trip Reports: the Relationship Between the Narrative Mode of Thought and the Academic Achievement, Journal of The Korean Association For Science Education, 2015, 35, 4, 735  crossref(new windwow)
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