오류 상황을 포함하는 논증 과제 제시를 통한 초등 과학수업의 효과 및 특징
Effects of Scientific Argumentation on Argument Tasks with Incorrect Alternative Ideas in Elementary Science Classes
2
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
The purpose of this study was to investigate the effect of scientific argumentation on argument tasks with incorrect alternative ideas in elementary science classes. The subjects were 41 fourth graders of 2 classes in an elementary school. In the experimental group, argument tasks with pictures including incorrect alternative ideas were suggested in order to facilitate argumentation. Students were asked to perform argumentation with the component of claim, evidence, and reasoning. In the control group, textbook-based traditional instruction was used. The results showed that scientific argumentation activities on argument tasks with incorrect alternative ideas had positive effects on students' science achievement and science-related affective domains. The analyses of students' argumentation revealed that argument tasks with incorrect alternative ideas could facilitate students' participation and exposure of their preconceptions. It also led students to find and connect evidence to support their claims. In some cases, students had difficulty in making appropriate argumentation because of unclear experimental data and/or invalid reasoning. Educational implications were discussed.
Abstract
The purpose of this study was to investigate the effect of scientific argumentation on argument tasks with incorrect alternative ideas in elementary science classes. The subjects were 41 fourth graders of 2 classes in an elementary school. In the experimental group, argument tasks with pictures including incorrect alternative ideas were suggested in order to facilitate argumentation. Students were asked to perform argumentation with the component of claim, evidence, and reasoning. In the control group, textbook-based traditional instruction was used. The results showed that scientific argumentation activities on argument tasks with incorrect alternative ideas had positive effects on students' science achievement and science-related affective domains. The analyses of students' argumentation revealed that argument tasks with incorrect alternative ideas could facilitate students' participation and exposure of their preconceptions. It also led students to find and connect evidence to support their claims. In some cases, students had difficulty in making appropriate argumentation because of unclear experimental data and/or invalid reasoning. Educational implications were discussed.
참고문헌 (24)
- Barrows, H. S., "Problem-based learning in medicine and beyond : A brief overview", New Direction for Teaching and Learning, 68, pp.3~12 (1996)
- Chin, C, "Supporting argumentation through students' questions: Case studies in science classrooms", The Journal of the Learning Sciences, 19, pp.230~284 (2010)
- 조현준, "초등과학 영재의 논증활동에서 사용된 증거의 수준 분석", 한국과학교육학회지, 28(5), pp.495~505 (2008), 한국과학교육학회
- 최숙영, "연소 개념 학습에서 변칙 사례에 의한 인지 갈등 및 상황 흥미가 개념 변화 과정에 미치는 영향", 한국과학교육학회지, 28(8), pp.779~785 (2008), 한국과학교육학회
- 장혜선, "과학적 증거와 설명에 대한 초등학교 6학년 학생의 이해", 한국과학교육학회지, 23(6), pp.634~649 (2003), 한국과학교육학회
- 정주혜, "「증거 기반 설명 활동」이 고등학생들의 논변 수준과 진화 개념 변화에 미치는 영향", 생물교육, 38(1), pp.168~183 (2010), 한국생물교육학회
- 노태희, "대안가설이 도입된 인지갈등 전략에서 인지갈등 및 상황흥미와 학습 과정 변인이 개념변화에 미치는 영향", 대한화학회지, 51(3), pp.279~286 (2007), 대한화학회
- 노태희, "변칙사례에 의해 유발된 상황 흥미의 근원 및 인지갈등과 비인지적 변인이 개념변화에 미치는 영향", 한국과학교육학회지, 27(1), pp.18~27 (2007), 한국과학교육학회
- 김희경, "학생의 논변활동을 강조한 개방적 과학탐구활동 모형의 탐색", 한국과학교육학회지, 24(6), pp.1216~1234 (2004), 한국과학교육학회
- Kim, H. N., "National assessment system development of science-related affective domain", Journal of the Korean Association for Research in Science Education, 18(3), pp.357~369 (1998)
- Kuhn, D., "Thinking as argument", Harvard Educational Review, 62(2), pp.155~178 (1992)
- Kuhn, D., "Do students need to be taught how to reason?", Educational Research Review, 4(1), pp.1~6 (2009)
- Kwon, B. J., "Elementary students's scientific argumentation type and argumentation level analysis by subject variable", 석사, pp.2008
- 이효녕, "학교 과학교육에서의 과학적 논증활동을 위한 탐구학습 지도방법 탐색", 대한지구과학교육학회지, 5(2), pp.175~188 (2012), 대한지구과학교육학회
- 이효녕, "학교과학교육에서의 논증활동 활용에 대한 교사들의 인식", 한국과학교육학회지, 29(6), pp.666~679 (2009), 한국과학교육학회
- 임혜진, "과학 문제 해결 과정에서 나타나는 초등학생의 논증 특징", 초등과학교육, 31(1), pp.13~24 (2012), 한국초등과학교육학회
- 임재근, "초등학교 영재 학생들의 탐구 활동에서 나타나는 논증 과정 평가 및 분석", 초등과학교육, 29(4), pp.441~450 (2010), 한국초등과학교육학회
- Maloney, J., "Mapping children's discussions of evidence in science to assess collaboration and argumentation", International Journal of Science Education, 28(15), pp.1817~1841 (2006)
- McNeill, K. L., "Supporting grade 5-8 students in constructing explanations in science:The claim, evidence and reasoning framework for talk and writing" (2012), Pearson Allyn & Bacon
- 남정희, "논의를 강조한 탐구적 과학 글쓰기(Science Writing Heuristic)의 중학교 과학 수업에의 적용", 한국과학교육학회지, 28(8), pp.922~936 (2008), 한국과학교육학회
- 박영신, "교실에서의 실질적 과학 탐구를 위한 과학적 논증 기회에 대한 이론적 고찰", 한국지구과학회지, 27(4), pp.401~415 (2006), 한국지구과학회
- Seo, E. J., "Study on conceptual change of heat transfer in the elementary school students", 석사, pp.2002
- Song, M. S., "Analysis on the level of gifted elementary school students' argument", 석사, pp.2009
- Walton, D. N., "What is reasoning? What is an argument?", Journal of Philosophy, 87, pp.399~419 (1990)