과학관 과학 논증 글쓰기 프로그램에 참여한 초등학생들의 글쓰기 변화에 미치는 영향
Science Museum Science-Argumentative-Writing Program for Elementary School Students’ Writing Change Effect
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초록
This study was conducted for 6 weeks for 5th grade elementary school students participating in the “Science Experiment Class” program at‘S Science Museum’in Seoul. Through this study, we analyzed how their argument elements and types of argument structures changed, and investigated their perception of this class. The results of the study are as follows. First, continuous argumentative writing activity and feedback varied the argument elements used by the students, and it can be seen that this has a positive effect on students' argumentation activities. Second, the “claim type” and“reason type” decreased, and the“acknowledgment type” and “rebutted type” increased. This shows that the ability to actively utilize objective fact information is improved. Third, as a result of semi-structured interviews, students had positive perceptions of scientific argumentative writing education, continuous writing, and feedback. It was confirmed that the positive recognition of these students not only develops the type of argumentation structure but also enriches the argument elements and allows them to be used in various ways.
Abstract
This study was conducted for 6 weeks for 5th grade elementary school students participating in the “Science Experiment Class” program at‘S Science Museum’in Seoul. Through this study, we analyzed how their argument elements and types of argument structures changed, and investigated their perception of this class. The results of the study are as follows. First, continuous argumentative writing activity and feedback varied the argument elements used by the students, and it can be seen that this has a positive effect on students' argumentation activities. Second, the “claim type” and“reason type” decreased, and the“acknowledgment type” and “rebutted type” increased. This shows that the ability to actively utilize objective fact information is improved. Third, as a result of semi-structured interviews, students had positive perceptions of scientific argumentative writing education, continuous writing, and feedback. It was confirmed that the positive recognition of these students not only develops the type of argumentation structure but also enriches the argument elements and allows them to be used in various ways.
참고문헌 (36)
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