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An Analysis of Written Claim and Evidence Produced by Secondary Science Teachers in a Context of Chemistry Inquiry

화학 탐구 맥락에서 중등 과학 교사가 제시한 주장과 증거 분석

  • Kim, DaEun (Department of Science Education, Ewha Womans University) ;
  • Choi, Aeran (Department of Science Education, Ewha Womans University)
  • 김다은 (이화여자대학교 과학교육과) ;
  • 최애란 (이화여자대학교 과학교육과)
  • Received : 2017.07.17
  • Accepted : 2017.09.04
  • Published : 2017.12.20

Abstract

The purpose of this study was to examine levels of claims and evidence produced by 53 secondary science teachers. Levels of claim and evidence produced by the teachers in this study are various depending on themes. For a problem integrated several science concepts, there were many teachers who produced claims and evidence in a level of 1 or 2. The participant teachers presented claims and evidence in a level of 3 or 4 for a problem related to chemistry concepts presented in chemistry textbooks. Professional development programs should be provided for science teachers to help them develop understanding of argument structure and construct high quality of claims and evidence.

Keywords

Science inquiry;Argument;Secondary science teacher education

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