한국 중학생들의 주장, 자료, 근거와 과학 논의에 대한 인식론적 이해조사
Korean Middle School Students’ Epistemic Ideas of Claim, Data, Evidence, and Argument When Evaluating and Critiquing Arguments
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초록
An enhanced understanding of the nature of scientific knowledge—what counts as a scientific argument and how scientists justify their claims with evidence—has been central in Korean science instruction. However, despite its importance, scholars are generally concerned about the difficulty of both addressing and improving students’ epistemic understanding, especially for students of a young age. This study investigated Korean middle school students’ epistemic ideas about claim, data, evidence, and argument when they engage in reading both text-based and data-inscription arguments. Compared to previous studies, Korean middle school students show a sophisticated understanding of the role of claim and evidence. Yet, these students think that there is only a single way of interpreting data. When comparing students’ ideas from text-based and data-inscription arguments, the majority of Korean students barely perceive text description as evidence and recognize only measured data as evidence.
Abstract
An enhanced understanding of the nature of scientific knowledge—what counts as a scientific argument and how scientists justify their claims with evidence—has been central in Korean science instruction. However, despite its importance, scholars are generally concerned about the difficulty of both addressing and improving students’ epistemic understanding, especially for students of a young age. This study investigated Korean middle school students’ epistemic ideas about claim, data, evidence, and argument when they engage in reading both text-based and data-inscription arguments. Compared to previous studies, Korean middle school students show a sophisticated understanding of the role of claim and evidence. Yet, these students think that there is only a single way of interpreting data. When comparing students’ ideas from text-based and data-inscription arguments, the majority of Korean students barely perceive text description as evidence and recognize only measured data as evidence.
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