The purpose of this study was to examine the effects of argument structure on students' writing in implementation of argument-based inquiry using the Science Writing Heuristic (SWH) approach. Participants of this study were 108 8th grade students (three classes). Two classes (68 students) were assigned to an experimental group, and the other class (35 students) was assigned to a comparative group. The experimental group was taught argumentbased inquiry using the Science Writing Heuristic (SWH) approach, while the comparative group was taught with the traditional teaching strategy. After implementing this program, the two groups were asked to write summaries using structured argumentation in their writing. The result of this study showed that the experimental group used better argument structure and multimodal representation such as pictures, graphs and examples in evidence than the comparative group. The quality of evidence used in the students' writing was different between two groups. Students of the comparative group only listed fragments of science concepts for evidence to support their claims, but students of the experimental group explained science concepts by giving specific examples. The findings show that argumentbased inquiry using the SWH approach was effective on argument structure in students' writing.

The purpose of this study is to develop an argument-based modeling strategy, utilizing writing and argumentation for communication in science education. We need to support students and teachers who have difficulty in modeling in science education, this strategy focuses on development of four kinds of factors as follows: First, awareness of problems, recognizing in association with problems by observing several problematic situations. Second is science concept structuralization suggesting enough science concepts by organization for scientific explanation. The third is claim-evidence appropriateness that suggests appropriate representation as evidence for assertions. Last, the use of various representations and multimodal representations that converts and integrates these representations in evidence suggestion. For the development of these four factors, this study organized three stages. 'Recognition process' for understanding of multimodal representations, and 'Interpretation process' for understanding of activity according to multimodal representations, 'Application process' for understanding of modeling through argumentation. This application process has been done with eight stages of 'Asking questions or problems -Planning experiment -Investigation through observation on experiment -Analyzing and interpreting data -Constructing pre-model -Presenting model -Expressing model using multimodal representations -Evaluating model -Revising model'. After this application process, students could have opportunity to form scientific knowledge by making their own model as scientific explanation system for the phenomenon of the natural world they observed during a series of courses of modeling. (Suckling et al., 1978), 모델링은 과학지 식을 구성하고 발전하고 적용하는 주요한 인지과정이자 체계적인 활 동이다 (Halloun, 1996;Hestenes, 1987). 구체적으로 나타나기 때문에 (Bliss, 1994;Hogan & Thomas, 2001;Mandinach, 1988;Schecker, 1993Schecker, , 1994, 직접 관찰할 수 없는 개념과 이론에 대한 이해를 도울 수 있다 (Cha et al., 2004). 따라서 모델은 실제 세계에서 일어나는 현상에 대한 과학적인 설명 및 예측을 위한 기초를 제공해줌으로써 (Gilbert et al., 1998), 과학적 지식의 생산, 보 급, 수용에 필수적이라고 볼 수 있다 (Giere, 1988;Gilbert, 1991;Tomasi, 1988). Jonassen et al., 2005;Schecker, 1993). Keywords Modeling lessonStep A six-stage modelling process (Webb, 1994) Identify an area of interest-Define the problem-Decide scope, boundaries and purpose of the model-Build(a section of) the model-Test the model-Evaluate the model GEM cycle (Clement, 2008) model Generation-Evaluation-ModificationModeling-centered inquiry approach (Schwarz, 2009) model Creation-Evaluation-RevisionSteps for skills of model-revision (Stewart et al., 1992) Observation of phenomenon in group-Share of experience between groups-Design an explanatory model in group-Defending against the critique of other groups-Revision of model until a degree of convergence in group ThinkerTools curriculum for model-based inquiry (White & Frederiksen, 1998) Question-Predict-Experiment-Model-Apply Inquiry Island to promote students'cognitive, socio-cognitive and metacognitive development (White et al. 2002). Modeling In...

The purpose of this study was to examine the relation between students' reflective thinking and providing the reading framework in implementation of argument-based inquiry using the Science Writing Heuristic (SWH) approach. Participants of this study were 60 8 th grade students (two classes). One class (31 students) was assigned to an experimental group and the other class (29 students) was assigned to a comparative group. For the experimental group, five activities using the reading framework with SWH writing template were implemented, while three activities using the reading framework with the SWH writing template and two SWH activities without the reading framework were implemented for the comparative group. The result of this study showed that there was no significant difference in students' reflective thinking between both groups. However, results indicated that providing the reading framework with SWH approach facilitated students' reflective thinking. Therefore, the findings show that providing the reading framework consistently in the SWH approach was effective when it came to facilitating students' reflective thinking.

The purpose of this research was to investigate the relationship between the change of beginning teachers' beliefs about a lesson and that of teaching practice and argument-based inquiry using science writing. Participants were three science teachers (A, B, and C) from different middle schools. Classroom observation and interview data were collected and transcribed for analysis. A Summary Writing test was also administered to examine whether there was an improvement in students' learning. The results indicated that the interaction between the teachers and their students developed, which is concluded as an improvement in the teaching practice. Teacher A and B also reported that teacher-student interaction had improved. Teacher A and C came to understand that argumentbased inquiry using science writing classes constituted learner-centered instruction. The result from the Summary Writing Test showed the impact of the changes in teaching practice and in teachers' awareness of students' learning as well as produced meaningfully higher scores than compared groups on the rhetorical structure of all the specific areas in teacher A's school and on the scientific concept at B and C's schools.