예비 생물교사의 SSI(Socio-Scientific Issue) 관련 글쓰기에 나타난 논증구조 분석
Analysis of Argument Structure presented in Pre-service Biology Teachers’ Writing on Socio-Scientific Issue
1
조회
0
다운로드
16
인용
0
참고문헌
키워드
초록
The purpose of this study was to analyze the structure and elements of argument in pre-service biology teachers’ SSI related argument writing. For this purpose, twenty - two pre-service biology teachers wrote argument four times. We analyzed the structure and level of argument in the results of writing by pre-service biology teachers. In the result of the analysis, pre-service biology teachers suggested the claim and the basis in the first writing related to SSI. However, it was not enough to use the rebuttal, warrant and backing. As the demonstration theory and writing practice were repeated, there were few cases in which the claim and data were presented. Also, pre-service biology teachers utilized the elements of argument evenly. Especially, the average of the first writing was 2.86. And since then, the argument level average had steadily increased to 3.68, 4.36, and 4.70. This result showed that the argument theory class and the demonstration writing practice had a positive effect on the improvement of demonstrative writing ability of the pre-service biology teachers.
Abstract
The purpose of this study was to analyze the structure and elements of argument in pre-service biology teachers’ SSI related argument writing. For this purpose, twenty - two pre-service biology teachers wrote argument four times. We analyzed the structure and level of argument in the results of writing by pre-service biology teachers. In the result of the analysis, pre-service biology teachers suggested the claim and the basis in the first writing related to SSI. However, it was not enough to use the rebuttal, warrant and backing. As the demonstration theory and writing practice were repeated, there were few cases in which the claim and data were presented. Also, pre-service biology teachers utilized the elements of argument evenly. Especially, the average of the first writing was 2.86. And since then, the argument level average had steadily increased to 3.68, 4.36, and 4.70. This result showed that the argument theory class and the demonstration writing practice had a positive effect on the improvement of demonstrative writing ability of the pre-service biology teachers.
참고문헌 (26)
- Clark, D. B., "Assessing dialogic argumentation in online environments to relate structure, grounds and conceptual equality", Journal of Research in Science Teaching, 45, pp.293~321 (2008)
- Driver, R., "Establishing the norms of scientific argumentation in classrooms", Science Education, 84(3), pp.287~312 (2000)
- Flower, S. R., "Moral sensitivity in the context of socioscientific issues in high school science students", International Journal of Science Education, 31(2), pp.279~296 (2009)
- Gray, D. D., "Socio-scientific issues in science education:Implications for the professional development of teachers", Cambridge Journal of Education, 36(2), pp.171~192 (2006)
- Halliday, M. A. K., "Writing Science: Literacy and Discursive Power" (1993), The Falmer Press
- 강남화, "논변, 논의 그리고 논증: 개념의 명료화를 위한 문헌조사 연구", 한국과학교육학회지, 33(6), pp.1119~1138 (2013), 한국과학교육학회
- 김선영, "예비 생물교사들의 생명윤리 논쟁거리에 대한 논증 활동의 효과", 생물교육, 43(1), pp.27~36 (2015), 한국생물교육학회[DOI]
- 이봉우, "탐구 토론에서 예비과학교사들의 논증 분석", 한국과학교육학회지, 30(6), pp.739~751 (2010), 한국과학교육학회
- Lee, H., "Korean science teachers' perceptions of the introduction of socioscientific issues into the science curriculum", Mathematics and Technology Education, 6(2), pp.97~117 (2010), Canadian Journal of Science, Mathematics and Technology Education
- Lee, H., "Science teachers' inspiration for teaching socio-scientific issues: Disconnection with reform efforts", International Journal of Science Education, 31(7), pp.931~960 (2009)
- 이선경, "소집단 토론에서 발생하는 학생들의 상호작용적 논증 유형 및 특징", 대한화학회지, 50(1), pp.79~88 (2006), 대한화학회
- 남정희, "논의를 강조한 탐구적 과학 글쓰기(Science Writing Heuristic)의 중학교 과학 수업에의 적용", 한국과학교육학회지, 28(8), pp.922~936 (2008), 한국과학교육학회
- O’Donnell, A. M., "Cognitive Perspectives on Peer Learning" (1998), Erlbaum
- Osborne, J. F., "Science without literacy: A ship without a sail?", Cambridge Journal of Education, 32(2), pp.203~218 (2002)
- Osborne, J. F., "Enhancing the quality of argument in school science", Journal of Research in Science Teaching, 41(10), pp.994~1020 (2004)
- 백성혜, "중학교 1학년 상태변화 실험수행과정에서 나타난 예비과학교사의 논증구조 및 이에 영향을 미치는 요인과 예비교사교육에 대한 인식 분석", 한국과학교육학회지, 34(3), pp.197~206 (2014), 한국과학교육학회[DOI]
- 박정은, "논증 구조 교육을 통한 고등학교 학생들의 과학 글쓰기 분석: 과학 글쓰기 장르에 따른 글쓰기 과제를 중심으로", 한국과학교육학회지, 29(8), pp.824~847 (2009), 한국과학교육학회
- 박영신, "교실에서의 실질적 과학 탐구를 위한 과학적 논증 기회에 대한 이론적 고찰", 한국지구과학회지, 27(4), pp.401~415 (2006), 한국지구과학회
- Sadler, T. D., "Socioscience and ethics in science classroom: Teacher perspectives and strategies", Journal of Research in Science Teaching, 43(4), pp.353~376 (2006)
- Simon, S., "Learning to teach argumentation: Research and development in the science classroom", International Journal of Science Education, 28(2-3), pp.235~260 (2006)
- 위수민, "지구과학 관련 사회적 문제(socio-scientific issue)와 관련된 논증적 글쓰기를 통해 알아본 예비교사들의 논증구조 발달 분석", 대한지구과학교육학회지, 7(1), pp.11~23 (2014), 대한지구과학교육학회
- 양일호, "과학 관련 사회적 문제(SSI) 상황에서 반박자료와 감정이입상황에 따른 초등학생의 의사결정 변화", 대한지구과학교육학회지, 8(1), pp.66~75 (2015), 대한지구과학교육학회
- 양일호, "과학적 논증과정 평가를 위한 루브릭 개발", 한국과학교육학회지, 29(2), pp.203~220 (2009), 한국과학교육학회
- 윤선미, "소집단의 논변활동을 위한 과학 탐구 과제의 개발과 적용", 한국과학교육학회지, 31(5), pp.694~708 (2011), 한국과학교육학회
- Zeidler, D. L., "The role of moral reasoning in argumentation: Conscience, character, and care", pp.201~216 (2007), Argumentation in Science Education
- Zeidler, D. L., "Beyond STS: A research-based framework for socioscientific issues education", Science Education, 89(3), pp.357~377 (2005)