중학교 과학의 ‘유전’ 단원에 대한 교과서 내용 및 교사의 수업에 나타난 논증 구조 분석
Analysis of Argument Structures Shown in the Contents of the Textbook and Teachers' Classes on the 'Heredity' Unit of Middle School Science
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The purpose of this study is to analyze the types of argument structures shown in textbooks and instruction cases in the 'Heredity' unit of middle school science and to investigate teachers' perceptions of argumentative science classes. For the analysis of the argument structure, we used the ‘argument structure model for the science textbook analysis’ based on Toulmin's argument model. And semi-structured interviews were conducted to investigate the recognition of science teachers. According to the class case analyses and the results of interview with teachers on the unit 'Heredity' of middle school science, the teachers had a tendency to reconstruct their instruction with the argumentative elements which were necessary for the basic argument structure. In addition, they believed that even if the students do not have accurate knowledge of the argument structure, argumentative learning can occur to them when the teachers explain the contents with well-equipped argumentative elements. In conclusion, this study shows that many science teachers have been already trying to manage their instruction with the argument structure. Also, it introduces a method of reorganizing the ‘heredity’ unit in middle school to make it possible to have a class with argument structures.
Abstract
The purpose of this study is to analyze the types of argument structures shown in textbooks and instruction cases in the 'Heredity' unit of middle school science and to investigate teachers' perceptions of argumentative science classes. For the analysis of the argument structure, we used the ‘argument structure model for the science textbook analysis’ based on Toulmin's argument model. And semi-structured interviews were conducted to investigate the recognition of science teachers. According to the class case analyses and the results of interview with teachers on the unit 'Heredity' of middle school science, the teachers had a tendency to reconstruct their instruction with the argumentative elements which were necessary for the basic argument structure. In addition, they believed that even if the students do not have accurate knowledge of the argument structure, argumentative learning can occur to them when the teachers explain the contents with well-equipped argumentative elements. In conclusion, this study shows that many science teachers have been already trying to manage their instruction with the argument structure. Also, it introduces a method of reorganizing the ‘heredity’ unit in middle school to make it possible to have a class with argument structures.
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