Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
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The Relationship between Argumentation and the Conceptual Change Model in a Science Teacher's Explanations

  • Lee, Sun-Kyung (University of Wisconsin-Madison) ;
  • Hewson, Peter W. (University of Wisconsin-Madison)
  • Published : 2004.08.30
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Abstract

This study explored the relationship between argumentation and the conceptual change model in a science teacher's explanations. Ten audiotape recordings (about 9 hours) collected in a high school physics classroom were all transcribed. The transcripts were analyzed using the components of Toulmin's argument framework and two constructs of the conceptual change model: the status of a conception, and the conceptual ecology. This analysis reveals that there are dynamic relationships among Toulmin's argument components, the status of a conception, and the conceptual ecology. The episode extracted from the transcripts shows the science teacher's explanations in the flow of classroom discourse, as directed and guided by her, presenting the intelligibility or plausibility of a conception by using warrants or backings such as examples or anomalies, two components of conceptual ecology.

Keywords

References

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