A Study on the Change of the Beginning Science Teachers' Beliefs About a Lesson and Teaching Practice in Argument-Based Inquiry Using Science Writing

권정인,; 남정희,

doi:10.14697/jkase.2013.33.7.1329

Cited by 4 publications

(1 citation statement)

References 18 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…또한, 교사들이 학습 내용을 다룰 시간적인 여유가 없어 논의 글쓰기에 많은 시간을 할애하지 못하 거나 (Fulwiler, 2008;Kelly, Regev, & Prothero, 2007;Kiuhara, Graham, & Hweken, 2009), 수업 중 학생들 간의 활발한 논의활동을 이끌어낼 수 있는 교사의 교육학적 기술이 부족하여 (Kelly, Regev, & Prothero, 2007;Kwon & Nam, 2013) 논의에 참여할 수 있는 기회가 제한된다. 따라서 협력적 논의활동에 학생들의 참여를 높일 수 있는 교수 전략이 제공되어야 한다.…”

unclassified

Impact of Peer Assessment Activities on High School Student's Argumentation in Argument-Based Inquiry

Lee¹,

Bak²,

Nam³

2015

Journal of The Korean Association For Science Education

Self Cite

View full text Add to dashboard Cite

This study focused on the use of peer assessment activities to investigate its the impact on students' argumentation skills in argument-based inquiry. The participants of the study were 106 10th grade students (four classes). Two classes were assigned to the experimental group, and the other two classes were assigned to the comparative group. The experimental group was taught argument-based inquiry through the application of peer assessment activities. The comparative group was taught argument-based inquiry without peer assessments. At the claim and evidence stage, students were asked to evaluate whether peers' claims fit with the evidence and whether peers' explanation of the evidences validity was sufficient. The quality of argumentation used in the students' writing was different in each group. According to the analysis of the summary writing test, the results showed that the experimental group had a significantly higher mean score than the comparative group in argumentation components, including evidence and warrant/backing. In addition, the experimental group used better multimodal representation including explanation of evidence than the comparative group. The findings showed that argument-based inquiry applying peer assessment activities had an effect on the argumentation skills in students' writing.

show abstract

unclassified

Impact of Peer Assessment Activities on High School Student's Argumentation in Argument-Based Inquiry

Lee¹,

Bak²,

Nam³

2015

Journal of The Korean Association For Science Education

Self Cite

View full text Add to dashboard Cite

show abstract

Hermeneutics and Science Education : Focus on Implications for Conceptual Change Theory

하상우

이경호²

2015

Journal of The Korean Association For Research In Science Educa

View full text Add to dashboard Cite

Constructivism gave many implications to science education but at the same time it has brought confusion about its implication to the field of science education. Hermeneutics has possibilities of being able to reduce confusion as well as opening a new horizon. Hermeneutics seeks the meaning of 'real understanding' through the concepts of horizon, hermeneutical circle, and fusion of horizons. Both hermeneutics and constructivism have positive attitude to students' pre-understanding and accept contextualization of knowledge. Thus, they both can criticize traditional teaching method and propose an alternative. Moreover, hermeneutics approaches human understanding holistically with the concept of horizon, and pays attention to the circularity of the process of human understanding. As a result, hermeneutics can open a new horizon and give new discourse to science education and contribute to the development of research and practice of science education.

show abstract

The Development and Application of Instructional Strategy for Science Writing using Newspaper Articles

Lee¹,

Park²

2014

Elementary Science Education

View full text Add to dashboard Cite

The purpose of this study was to develop instructional strategy for newspaper-based science writing and to examine the effect of its application. The target unit was 'change of weather' and 'a variety of gas' in the sixth grade of elementary school, and the teaching strategy was composed of 3 stages-writing including realistic, interpretative and comprehensive writing. The result of applying this strategy into actual classrooms was as follows. First, it was proven that the science writing strategy using newspaper articles actually helped improving science process skills of learners, in particular, integrated process skills. Second, this strategy for science writing changed the scientific attitude of learners positively. While they read the newspaper articles, their thinking became more elaborate and systemized, which seemed to serve to foster their openness, criticism, and perseverance. Third, the science writing strategy did not contribute to the improvement of learners' science study achievement. To improve the understanding of scientific concepts and principles of learners, it is needed that teaching program combines with argument-based activity organically. The above-mentioned findings show that this instructional strategy using newspaper articles can be applicable as one of effective methods in science writing. 과학글쓰기는 과학적 사실과 개념에서부터 법칙 과 이론에 이르기까지 사고하는 과정과 내용을 글 로 표현하는 활동으로 (Owens, 2000) 학습자의 감각 과 두뇌 활동을 통합하는 다중 표현방법이다 (Emig, 1977). 학습자는 과학글쓰기를 통해 과학적 설명과 정당화 과정에서 자신만의 언어를 사용할 수 있는 기회를 가질 수 있고 (Klein, 1999;Prain, 2006;Song et al., 2011), 과학적 사고를 하는 연습과 훈련을 실 행하게 된다 (Rivard, 1994;Son et al., 2012 (Cheon, 2006;Gunel et al., 2009;Kim et al., 2012;Klein, 1999;Lee et al., 2011;Moon & Shin, 2012;Nam et al., 2004;Park, 2007;Prain, 2006;Wellington & Osborne, 2001) (Fig. 1).이해적 글쓰기는 해당 차시의 과학적 개념을 이 해하고 사고가 활성화되는 단계이다. 신문 기사를 기반으로 일상생활에서 만날 수 있는 문제 상황이 나 과학적 현상을 과학 지식을 이용하여 이해하는 단계로서, 개념에 대한 정확한 이해가 필수적이며, 이를 통해 사고 과정을 촉진할 수 있다. 이해적 글 쓰기의 핵심은 과학적 관점에서의 정확한 정보와 지식이 바탕이 되며, 학습자가 지니고 있는 확인되 지 않은 사실이나 과학적 오류가 글쓰기에 반영되 지 않도록 유의해야 한다 (Fig. 2). (Fig. 3). 3) 글쓰기 수업 전략의 적용

show abstract

A Study on the Change of the Beginning Science Teachers' Beliefs About a Lesson and Teaching Practice in Argument-Based Inquiry Using Science Writing

Cited by 4 publications

References 18 publications

Impact of Peer Assessment Activities on High School Student's Argumentation in Argument-Based Inquiry

Impact of Peer Assessment Activities on High School Student's Argumentation in Argument-Based Inquiry

Hermeneutics and Science Education : Focus on Implications for Conceptual Change Theory

The Development and Application of Instructional Strategy for Science Writing using Newspaper Articles

Contact Info

Product

Resources

About