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The Effect of the Argumentation Lessons according to Interaction on High School Students` Academic Achievement
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 Title & Authors
The Effect of the Argumentation Lessons according to Interaction on High School Students` Academic Achievement
Kim, Bumjoon; Kim, Hyoungbum; Cho, Jeungeun; Bae, Sunghee;
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This study aims to find out the argument structure which appears in the type of argument class (teacher- and student-centered) of the high school. The argument structure was compared and analyzed according to analyzing the study achievement and verified the academic achievement related to climate change. The results are listed below. First, the student-centered class is more effective method through the result that analyzed the class type of the teacher in argument-centered class. This result is to suggest more effective method to revitalize the argument activity of students-centered class which students plan for themselves and find more various materials. Second, teacher-centered class is more effective in contrast with argument analysis in the academic achievement test. While this is why the teacher-centered class utilizes an essential data necessary to curriculum in the argumentation, the elements to form the argument increased because students utilized the materials with their interest and concern in the process of proving in the student-centered class. Through the results of the research, it is necessary to develop the argument-centered programs for the science class and the curriculum-centered materials for argument class activity.
academic achievement;high school;instruction strategy;science knowledge;
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QAR 전략이 초등학교 5학년 학생의 과학적 태도에 미치는 영향,오승민;정진우;김형범;정소피아(선경);

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