과학 맥락에서 학생간 논의과정의 발달
The Development of Students Argumentation in Science Context
1
조회
0
다운로드
11
인용
0
참고문헌
키워드
초록
Abstract
The purpose of this research was to investigate the change of argumentation of middle school studentswhen they participated in argument tasks with CASE(Cognitive acceleration through science education) programs. Stu-dents argumentations were divided into two categories; 'explanatory argumentation' and 'dialogic argumentation'. Severalargumentation components were used in their argumentation. Among argumentation components, claim and ground tookplace more than half of argumentation components. The percentage of 'dialogic argumentation' was lower than the per-centage of 'explanatory argumentation'. The percentage of 'dialogic argumentation' was getting higher during CASE inter-vention. CASE programs had more effect on symmetric group than asymmetric group, however it was unstable. Ingeneral, participation ratio in argumentation of the formal operational student was high and the ratio in argumentationof the transitional student was getting higher.
참고문헌 (14)
- De Bono, "de Bono’s Thinking Course" (1996), BBCBooks
- "From Thinking Skills to Thinking Classroom" (1999)
- "아시아교육연구", 2, pp.1~ (2001)
- "In Improving science education" (2000)
- "Authentic School Science", k (1995)
- "Cognition and Instruction", 15, pp.287~ (1997)
- "Classroom Discourse" (1988), Heinemann
- "Cognition and Instruction", 15, pp.287~ (1997)
- "Enhancingthe Quality of Argument in School Science.", pp.22-26~ (2001)
- "P. S. Towards a Science of ScienceTeaching. London" (1981), Heinemann Educational Books
- "S. The uses of argument. Cambridge" (1958), CambridgeUniversity Press
- "In Emergence of Mathematical Meaning" (1995)
- "R. F. In Curriculum Implementation and itsrelationship to curriculum development in science" (1979), Israel Science Teaching Center Hebrew University
- "Using evidence inscientific reasoning: exploring characteristics of middleschool students’ argumentation." (2001)