중학교 과학 교과서의‘유전과 진화’단원에 대한 논증 구조 분석
The Analyses of Argument Structures of‘Heredity and Evolution’Unit in Middle School Science Textbooks
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The purpose of this study is to analyze the types and the levels of argument structure of ‘Heredity and Evolution’ unit in the middle school science textbooks complied with 2009 revised science curriculum in South Korea. The applied framework of argument structure is Toulmin’s argument model. According to the type analysis of the argument structure, there were 13 kinds of types in 9 textbooks and each textbook had argument structure from 5 to 9 types. Among the analysis of 99, the above well-organized CDW type (level 3) which consists of conclusion (C), ground data (D), warrant (W) was 66 (68%). In all analysis, it was found that the examples for data (ED) were not used, but the examples about conclusion (EC) were only used. In addition, the types of textbooks were different but the similar types of argument structure were used under the same achievement standard. The level of the argument structure was classified according to the learning category. In the ‘genetic’ category, the level was above 3. In the ‘evolution’ category, the level was 2 and 4. In the ‘classification’ category, the level was 2 which didn’t have the basic argument structure. This study allows teachers to identify which argument elements are needed to be added and to assess the appropriateness of achievement standard. In addition, it suggests that the contents of the textbooks should have a structure of argumentation level 3 or higher so that students can become more logically self-directed learning.
Abstract
The purpose of this study is to analyze the types and the levels of argument structure of ‘Heredity and Evolution’ unit in the middle school science textbooks complied with 2009 revised science curriculum in South Korea. The applied framework of argument structure is Toulmin’s argument model. According to the type analysis of the argument structure, there were 13 kinds of types in 9 textbooks and each textbook had argument structure from 5 to 9 types. Among the analysis of 99, the above well-organized CDW type (level 3) which consists of conclusion (C), ground data (D), warrant (W) was 66 (68%). In all analysis, it was found that the examples for data (ED) were not used, but the examples about conclusion (EC) were only used. In addition, the types of textbooks were different but the similar types of argument structure were used under the same achievement standard. The level of the argument structure was classified according to the learning category. In the ‘genetic’ category, the level was above 3. In the ‘evolution’ category, the level was 2 and 4. In the ‘classification’ category, the level was 2 which didn’t have the basic argument structure. This study allows teachers to identify which argument elements are needed to be added and to assess the appropriateness of achievement standard. In addition, it suggests that the contents of the textbooks should have a structure of argumentation level 3 or higher so that students can become more logically self-directed learning.
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