「증거 기반 설명 활동」이 고등학생들의 논변 수준과 진화 개념 변화에 미치는 영향
Influence of ACESE on High School Students' Argumentative Structure and Evolutionary Conception
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In this study, an “Activity for Constructing Evidence-based Scientific Explanation (ACESE)" was designed using basic strategies including conceptual, epistemic, and social support to foster students' argumentation. In the ACESE, 16 gifted 11th grade students were engaged in evaluating the evidences of the natural history museum and constructing explanations based on the evidences. Their explanations were analyzed in view of the argumentative structure and the evolutionary concepts. Through the ACESE, students constructed explanations with appropriate evidences, a causal coherence, an explicit claim and a branching evolutionary route from the common ancestor. The improvement of students' explanation was attributed to epistemic support which encouraged students to evaluate, select and co-relate the variable evidences of the natural history museum and conceptual support which helped students understand a phylogenetic tree. These results suggest that the ACESE can be a useful activity that promotes epistemic and conceptual understanding of students' participation in scientific argumentation. The ACESE can also be applied to the other science themes.
Abstract
In this study, an “Activity for Constructing Evidence-based Scientific Explanation (ACESE)" was designed using basic strategies including conceptual, epistemic, and social support to foster students' argumentation. In the ACESE, 16 gifted 11th grade students were engaged in evaluating the evidences of the natural history museum and constructing explanations based on the evidences. Their explanations were analyzed in view of the argumentative structure and the evolutionary concepts. Through the ACESE, students constructed explanations with appropriate evidences, a causal coherence, an explicit claim and a branching evolutionary route from the common ancestor. The improvement of students' explanation was attributed to epistemic support which encouraged students to evaluate, select and co-relate the variable evidences of the natural history museum and conceptual support which helped students understand a phylogenetic tree. These results suggest that the ACESE can be a useful activity that promotes epistemic and conceptual understanding of students' participation in scientific argumentation. The ACESE can also be applied to the other science themes.
참고문헌 (44)
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