References
- Abi-El-Mona, I., & Abd-El-Khalick, F. (2011). Perceptions of the nature and 'goodness' of argument among college students, science teachers, and scientists. International Journal of Science Education, 33(4), 573-605. https://doi.org/10.1080/09500691003677889
- Berland, L. K., & Reiser, B. J. (2008). Making sense of argumentation and explanation. Science Education, 93, 26-55.
- Braaten, M., & Windschitl, M. (2011). Working toward a stronger conceptualization of scientific explanation for science education. Science Education, 95, 639-669. https://doi.org/10.1002/sce.20449
- Brewer, W., Chinn, C. A., & Samarapungavan, A. (1998). Explanation in scientists and children. Minds and Machines, 8, 119-136. https://doi.org/10.1023/A:1008242619231
- Bottcher, F., & Meisert, A. (2011). Argumentation in science education: A model-based framework. Science & Education, 20, 103-140. https://doi.org/10.1007/s11191-010-9304-5
- Campbell, T., Oh, P. S., & Neilson, D. (2012). Discursive modes and their pedagogical functions in model-based inquiry (MBI) classrooms. International Journal of Science Education, 34(15), 2393-2419. https://doi.org/10.1080/09500693.2012.704552
- Campbell, T., Oh, P. S., & Neilson, D. (2013). Reification of five types of modeling pedagogies with model-based inquiry (MBI) modules for high school science classrooms. In M. S. Khine & I. M. Saleh (Eds.), Approaches and strategies in next generation science learning (pp. 106-126). Hershey, PA: IGI Global.
- Cagagnetto, A. (2010). Argument to foster scientific literacy: A review of argument interventions in K-12 science contexts. Review of Educational Research, 336-371.
- Cavagnetto, A. (2011, September). The multiple faces of argument in school science. Science Scope, 35(1), 34-37.
- Chauvire, C. (2005). Peirce, Popper, abduction, and the idea of a logic of discovery. Semiotica, 153(1-4), 209-221.
- Clark, D. B., & Sengupta, P. (2013). Argumentation and modeling: Integrating the products and practices of science to improve science education. In M. S. Khine & I. M. Saleh (Eds.), Approaches and strategies in next generation science learning (pp. 85-105). Hershey, PA: IGI Global.
- Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84(3), 287-312. https://doi.org/10.1002/(SICI)1098-237X(200005)84:3<287::AID-SCE1>3.0.CO;2-A
- Hodson, D. (2001). Inclusion without assimilation: Science education from an anthropological and metacognitive perspective. Canadian Journal of Science, Mathematics and Technology Education, 1(2), 161-182.
- Kordig, C. R. (1978). Discovery and justification. Philosophy of Science, 45, 110-117. https://doi.org/10.1086/288782
- Kuhn, T. (1974). Objectivity, value judgment, and theory choice. In T. Kuhn, The essential tension: Selected studies in the scientific traditon and change (pp. 320-339). Chicago, IL: The University of Chicago Press.
- Lee, S., Kim, C.-J., Choe, S.-U., Yoo, J., Park, H., Kang, H., & Kim, H.-B. (2012). Exploring the patterns of group model development about blood flow in the heart and reasoning process by small group interaction. Journal of the Korean Association for Science Education, 32(5), 805-822.
- McDermott. L. C., Shaffer. P. S., & The Physics Education Group at the University of Washington (2002). Tutorials in introductory physics. Upper Saddler River, NJ: Prentice-Hall.
- National Research Council (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
- Nelson, M. M., & Davis, E. A. (2012). Preservice elementary teachers' evaluations of elementary students' scientific models: An aspect of pedagogical content knowledge for scientific modeling. International Journal of Science Education, 34(12), 1931-1959. https://doi.org/10.1080/09500693.2011.594103
- Nielsen, J. A. (2013). Dialectical features of students' argumentation: A critical review of argumentation studies in science education. Research in Science Education, 43(1), 371-393. https://doi.org/10.1007/s11165-011-9266-x
- Oh, P. S., & Oh, S. J. (2011a). A study on the processes of elaborating hypotheses in abductive inquiry of preservice elementary school teachers. Journal of the Korean Association for Science Education, 31(1), 128-142.
- Oh, P. S., & Oh, S. J. (2011b). What teachers of science need to know about models: An overview. International Journal of Science Education, 33(8), 1109-1130. https://doi.org/10.1080/09500693.2010.502191
- Oh, P. S., & Oh, S. J. (2013, September). Modeling sunspots: How Korean high school students used two types of modeling in their study of the Sun. The Science Teacher, 80(6), 51-56.
- Osborne, J. F., & Patterson, A. (2011). Scientific argument and explanation: A necessary distinction? Science Education, 95, 627-638. https://doi.org/10.1002/sce.20438
- Passmore, C. M., & Svoboda, J. (2012). Exploring opportunities for argumentation in modeling classrooms. International Journal of Science Education, 34(10), 1535-1554. https://doi.org/10.1080/09500693.2011.577842
- Parnafes, O. (2012). Developing explanations and developing understanding: Students explains the phases of the moon using visual representations. Cognition and Instruction, 30(4), 359-403. https://doi.org/10.1080/07370008.2012.716885
- Pluta, W. J., Chinn, C. A., & Duncan, R. G. (2011). Learners' epistemic criteria for good scientific models. Journal of Research in Science Teaching, 48(5), 486-511. https://doi.org/10.1002/tea.20415
- Samarapungavan, A. (1992). Children's judgments in theory choice tasks: Scientific rationality in childhood. Cognition, 45, 1-32. https://doi.org/10.1016/0010-0277(92)90021-9
- Sampson, V., Grooms, J., & Walker, J. (2011). Argument-driven inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study. Science Education, 95, 217-257. https://doi.org/10.1002/sce.20421
- Sutton, C. (1996). The scientific model as a form of speech. In G. Welford, J. Osborne, & P. Scott (Eds.), Research in science education in Europe: Current issues and themes (pp. 143-152). London, UK: The Falmer Press.
- Thagard, P. (1978). The best explanation: Criteria for theory choice. The Journal of Philosophy, 75(2), 76-92. https://doi.org/10.2307/2025686
- Thagard, P. (2012). The cognitive science of science: Explanation, discovery, and conceptual change. Cambridge, MA: The MIT Press.
- Toulmin, S. E. (2003). The uses of argument. Cambridge, UK: Cambridge University Press.
Cited by
- 초등과학영재들의 자연선택 개념 형성을 위한 논변활동 효과 분석 vol.36, pp.4, 2016, https://doi.org/10.14697/jkase.2016.36.4.0591
- 블랙박스 시뮬레이션에 참여한 초등예비교사의 모형 구성의 특징과 인식적 기준 vol.38, pp.3, 2014, https://doi.org/10.14697/jkase.2018.38.3.305
- 과학교육론 교재에서 나타나는 귀납, 연역, 가설연역, 귀추의 의미 혼선 vol.43, pp.1, 2014, https://doi.org/10.21796/jse.2019.43.1.79