• Title, Summary, Keyword: 논의과정

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Enhancing the Quality of Students' Argumentation and Characteristics of Students' Argumentation in Different Contexts (과학적 논의과정 활동을 통한 학생들의 논의과정 변화 및 논의상황에 따른 논의과정 특성)

  • Kwak, Kyoung-Hwa;Nam, Jeong-Hee
    • Journal of The Korean Association For Science Education
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    • v.29 no.4
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    • pp.400-413
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    • 2009
  • The purpose of this study was to investigate middle school students' processes of argumentation in science lessons and to compare students' argumentation in different contexts (socioscientific context/scientific context). An argumentation-based teaching-learning strategy was used to enhance quality in students' arguments in science lessons. Data were collected from five lessons by video- and audio-recording eight groups of four students each engaging in argumentation. The quality and frequency of students' argumentation was analyzed using an assessment framework based on the work of Toulmin. The findings showed that: (a) there was improvement in the quality of students' argumentation; (b) there were no differences in the structure of argumentation and percentage of explanatory argumentation components as well as dialogic argumentation components in different argumentation contexts. The results of this study showed that students' argumentation can be enhanced with strategic argumentation teaching-learning.

Development of the Analytic Framework for Dialogic Argumentation Using the TAP and a Diagram in the Context of Learning the Circular Motion (원운동 학습 상황에서 Toulmin의 논의구조(TAP)와 다이어그램을 이용한 대화적 논의과정 분석틀 개발)

  • Shin, Ho Sim;Kim, Hyun-Joo
    • Journal of The Korean Association For Science Education
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    • v.32 no.5
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    • pp.1007-1026
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    • 2012
  • The purpose of this study was to develop analytic framework for dialogic argumentation to show the context and flow visualizing interactions of argumentation, to be able to present quality of argumentation specifically. For this, we formulated a method of the argumentation diagram using feature of diagram simple and structurally visualizing interrelation between argument components, and then quantified quality of argumentation to argument level score on this basis. We have developed the learning material for argumentation about a vertical circular motion and used the obtained translations from applying it in developing the framework. We chose argument statements among full transcript and then coded as Toulmin's argument components, and these codes was effectively arranged and linked to show argumentation diagram. Results by argumentation diagram could be useful understanding of interactive argumentation context and the flow and present frequency, the combination of argument elements, rough qualitative level of argumentation. To quantify argumentation quality, we gave different scores to different link lines reflecting indication of argumentation quality like that diversity of argument component, justification, presence or absence of rebuttals. The process of identification of argument level is very simple, qualitative level of argumentation represented as concrete score could present various and concrete argument level. Developed analytic framework might contribute to argumentation research field, because it can present effectively dialogic argumentation result. Also, various analysis cases might guide designing an effective argumentation practice and circular motion learning.

Analysis of Argumentation in Middle School Science Classroom Using Argument-Based Inquiry (논의기반 탐구(Argument-Based Inquiry) 과학수업에서 나타나는 중학생들의 논의과정 분석)

  • Lee, Minji;Kwon, Jeongin;Nam, Jeonghee
    • Journal of the Korean Chemical Society
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    • v.59 no.1
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    • pp.78-87
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    • 2015
  • The purpose of this study was to investigate the argumentation of middle school students during the argument-based inquiry. A total of sixty eight 8th grade middle school students participated in this study and they performed six argument-based inquiry programs. Data were collected from two of the latest programs by audio-recording and transcription of each group engaging in argumentation. The study findings showed that; first, the most frequent element of argumentation in the all of stages of the two programs was following order: 'claim' and 'request and response' and 'simple agreement'. The most active argumentation was showed at the designing experiments stage and the most inactive was showed at the generating questions stage. Second, as a result of analyzing the argumentation level for each stage of the argument-based inquiry, a high level of argumentation was shown at the claim and evidence stage, and a low level of argumentation was shown at the generating questions stage in the argumentation structure. As a result of the validity of argumentation, the validity of argumentation was the highest level in the claim and evidence stage.

The Development of Students Argumentation in Science Context (과학 맥락에서 학생간 논의과정의 발달)

  • Kang, Soon-Min;Lim, Jai-Hang;Kong, Young-Tae;Nam, Joung-Hee;Choi, Byoung-Soon
    • Journal of the Korean Chemical Society
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    • v.48 no.1
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    • pp.85-93
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    • 2004
  • The purpose of this research was to investigate the change of argumentation of middle school students when they participated in argument tasks with CASE(Cognitive acceleration through science education) programs. Students argumentations were divided into two categories; 'explanatory argumentation' and 'dialogic argumentation'. Several argumentation components were used in their argumentation. Among argumentation components, claim and ground took place more than half of argumentation components. The percentage of 'dialogic argumentation' was lower than the percentage of 'explanatory argumentation'. The percentage of 'dialogic argumentation' was getting higher during CASE intervention. CASE programs had more effect on symmetric group than asymmetric group, however it was unstable. In general, participation ratio in argumentation of the formal operational student was high and the ratio in argumentation of the transitional student was getting higher.

Development of Scientific Conceptual Understanding through Process-Centered Assessment that Visualizes the Process of Scientific Argumentation (과학적 논의 과정을 시각화한 과정중심평가에서의 과학적 개념 이해 발달)

  • Kim, Misook;Ryu, Suna
    • Journal of The Korean Association For Science Education
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    • v.39 no.5
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    • pp.637-654
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    • 2019
  • The purpose of this study is to investigate the development of scientific conceptual understanding through a process-centered assessment that visualizes the process of scientific argumentation. In this study, 353 high school students and five teachers participated in the scientific argumentation. As a result of analyzing students' utterances on the elements of argumentation, scientific concepts in intragroup were embodied through query and clarification of meaning, and organized through agreement and rebuttal. In intergroup argumentation, scientific concepts were elaborated through query, clarification of meaning, and change of claim. Teachers were able to understand the process of argumentation through small-group activity sheets where the process was visualized, thereby providing feedback and improving the class. Based on the results, the scientific argumentation of visualizing the process was found not only to allow students to perform self-assessment and peer-assessment but also to help teachers understand the argumentation process. The findings of this study guide process-centered assessment in the science curriculum and are expected to contribute to the promotion of scientific argumentation in classrooms.

Curriculum Deliberation in the Home Economics Historial Literature of United States (미국의 가정과 교육과정 논의와 관련된 역사적 문헌 고찰)

  • Ju, Sueun;Yoo, Taemyung
    • Journal of Korean Home Economics Education Association
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    • v.27 no.2
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    • pp.1-33
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    • 2015
  • This study examined the curriculum deliberation in the home economics historical literature of United State. Out of 13 literature, 9 were carried by academic federation or association and 4 were carried by individual authors. Starting from Catharine Beacher's Treatise on Domestic Economy to NASAFACS's National Standards for Family and Consumer Standards, the background of each document was introduced, curriculum contents organization was examined, and its implication was discussed. The results showed that home economics curriculum has been suggested being organised around key concepts in typical home economics areas throughout the history until the practical problem-focused curriculum organization based on critical science suggested by Majorie M. Brown in 1978. Regardless of the patterns of organization of curriculum contents, home economics pursue the common mission and aims of home economics. Another finding was that curriculum deliberation on the integration of curriculum contents was sought throughout the history.

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The Development of Argument-based Modeling Strategy Using Scientific Writing (과학적 글쓰기를 활용한 논의-기반 모델링 전략의 개발)

  • Cho, Hey Sook;Nam, Jeonghee;Lee, Dongwon
    • Journal of The Korean Association For Science Education
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    • v.34 no.5
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    • pp.479-490
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    • 2014
  • The purpose of this study is to develop an argument-based modeling strategy, utilizing writing and argumentation for communication in science education. We need to support students and teachers who have difficulty in modeling in science education, this strategy focuses on development of four kinds of factors as follows: First, awareness of problems, recognizing in association with problems by observing several problematic situations. Second is science concept structuralization suggesting enough science concepts by organization for scientific explanation. The third is claim-evidence appropriateness that suggests appropriate representation as evidence for assertions. Last, the use of various representations and multimodal representations that converts and integrates these representations in evidence suggestion. For the development of these four factors, this study organized three stages. 'Recognition process' for understanding of multimodal representations, and 'Interpretation process' for understanding of activity according to multimodal representations, 'Application process' for understanding of modeling through argumentation. This application process has been done with eight stages of 'Asking questions or problems - Planning experiment - Investigation through observation on experiment - Analyzing and interpreting data - Constructing pre-model - Presenting model - Expressing model using multimodal representations - Evaluating model - Revising model'. After this application process, students could have opportunity to form scientific knowledge by making their own model as scientific explanation system for the phenomenon of the natural world they observed during a series of courses of modeling.

The Impact of the Argument-based Modeling Strategy using Scientific Writing implemented in Middle School Science (중학교 과학수업에 적용한 글쓰기를 활용한 논의-기반 모델링 전략의 효과)

  • Cho, Hey Sook;Nam, Jeonghee
    • Journal of The Korean Association For Science Education
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    • v.34 no.6
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    • pp.583-592
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    • 2014
  • The purpose of this study is to investigate the impact of argument-based modeling strategy using scientific writing on student's modeling ability. For this study, 66 students (three classes) from the 7th grade were selected and of these, 43 students (two classes) were assigned to two experimental groups while the other 23 students (one class) were assigned to comparative group. In the experimental groups, one group (22 students) was Argument-based multimodal Representation and Modeling (AbRM), and the other group (21 students) was Argument-based Modeling (AbM). Modeling ability consisted of identifying the problem, structuring of scientific concepts, adequacy of claim and evidence and index of multimodal representation. As for the modeling ability, AbRM group scored significantly higher than the other groups, AbM group was significantly higher than comparative group. The four sub-elements of modeling ability in the AbRM group was significantly higher than the other groups statistically and AbM group scored significantly higher than comparative group. From these results, the argument-based modeling strategy using scientific writing was effective on students' modeling ability. Students organized or expressed the model and evaluated or modified it through the process of argument-based modeling using scientific writing and the exchange of opinions with others by scientific language as argument and writing.

Analysis on the Relationship Between the Construct Level of Analogical Reasoning and the Construction of Explanatory Model Observed in Small Group Discussions on Scientific Problem Solving (과학적 문제해결을 위한 소집단 논의 과정에서 나타난 비유적 추론의 생성 수준과 설명적 모델 생성의 관계 분석)

  • Ko, Minseok;Yang, Ilho
    • Journal of The Korean Association For Science Education
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    • v.33 no.2
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    • pp.522-537
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    • 2013
  • This study analyzed the relationship among the construct level of analogical reasoning, prediction and uncertainty, and the construction of an explanatory model that were produced during small group discussions for scientific problem solving. This study was participated in by 8 students of K University divided into 2 teams conducting scientific problem solving. The participants took part in discussions in groups after achieving scientific problem solving individually. Through individual interviews afterwards, changes in their thinking through discussion activities were looked into. The results are as follows: The analogy at the Entities/Attributes level was used to make people clearly understand the characteristics of certain objects or entities in the discussions. The analogy at the Configuration/Motion level that was produced during the discussions ensured other participants to predict the results of problem solving. The analogy at the Mechanism/Causation level changed the structure of problem situations either to help other participants to reconstruct the explanatory model or to come up with a new situation that was never been through before to justify the created mechanism and through this, the case of creating Thought Experiments during the discussions were observed. if looking into the changes of analogies, each individual's analogic paradigm during the discussions were shown as production paradigm, reception-production paradigm, production-reception paradigm, and reception paradigm. The construction and reconstruction of the explanatory model were shown in analogic production paradigm, and in the reception paradigm of an analogy, participants changed their predictions or their certainty.

The Influence of Argumentation on the Scientific Writing of Elementary School Students (논의활동이 초등학생의 과학글쓰기에 미치는 영향)

  • Kang, Myo-Jeong;Kong, Young-Tae
    • Journal of Science Education
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    • v.38 no.2
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    • pp.286-301
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    • 2014
  • The purpose of this study is to examine the influence of argumentation for elementary students' scientific writing. Using nine subjects that were comprised of scientific situations and social scientific situations, this study was applied to four 5th grade students utilizing argumentation and scientific writing. The students' scientific writing and argumentation were collected and analyzed based on three domains of scientific writing: scientific thinking, logic, and creativity. The results from this study are as follows. First, the various contents of argumentation positively affected all of the scientific writing domains in post-argumentation scientific writing. Second, the contents of argumentation appeared in the post-argumentation scientific writing as three different forms: 1) Each individual's scientific concepts, claims, and ideas, which were newly mentioned in the process of argumentation, were expressed, 2) Their classmates' claims, grounds and ideas, which were discussed in the process of argumentation, were expressed through internalization, and 3) Expanded ideas, new claims and inferences based on the argumentation were expressed.

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