Browse > Article
http://dx.doi.org/10.15267/keses.2018.37.1.012

The Characteristics of 3rd Grade Elementary School Students' Reasoning in Small Group Argumentation including Experiments  

Na, Jiyeon (Chuncheon National University of Education)
Yoon, Hye-Gyoung (Chuncheon National University of Education)
Publication Information
Journal of Korean Elementary Science Education / v.37, no.1, 2018 , pp. 12-26 More about this Journal
Abstract
The purpose of this study was to investigate the characteristics of reasoning in which $3^{rd}$ grade elementary school students form ideas, design experiments, and interpret the results to solve problems in small group argumentation. For this purpose, 12 3rd-grade students' small group argumentations including experiments were observed. The researchers analyzed students' pre- and post-open questionnaires, field notes, and video recordings of small group argumentation. The results of the research are as follows. First, in the initial opinion formation process, a hasty unification of opinions and a transformation of inquiry problem occurred. In the design and execution of experiments, verification experiments and unplanned and arbitrary experiments were performed. They also selectively noticed or accepted claims, evidence, interpretation, and criticism. They could distinguish between the condition and the cause, but they were confused by using inaccurate terms and tended to keep the initial opinions when interpreting the results and drawing conclusions.
Keywords
reasoning; small group argumentation; experiments;
Citations & Related Records
Times Cited By KSCI : 6  (Citation Analysis)
연도 인용수 순위
1 Cho, H., Yang, I.-H., Lee, H. & Song, Y.-M. (2008b). An analysis on the level of evidence used in gifted elementary students debate. Journal of the Korean Association for Research in Science Education, 28(5), 495-505.
2 Choi, G. Y. & Yoon, H-.G. (2015) An analysis of elementary science-gifted students argumentation during small group science inquiry using concept cartoon. Journal of Korean Elementary Science Education, 33(1), 115-128.   DOI
3 Duschl, R. A. & Osborne, J. (2002). Supporting and promoting argumentation discourse in science education. Studies in Science Education, 38, 39-72.   DOI
4 Han, H.-J., Lee, T., Ko, H., Lee, S.-K., Kim, E., Choe, S.-U. & Kim, C.-J. (2012). An analysis of the type of rebuttal in argumentation among science-gifted student. Journal of the Korean Association for Research in Science Education, 32(4), 717-728.   DOI
5 Jang, B.-G. (2012). Characterization of pre-service elementary teachers scientific reasoning in experimental design: Interaction between knowledge and reasoning. Journal of Korean Elementary Science Education, 31(2), 227-242.
6 Lee, S.-K. (2006). The patterns and the characteristics of students interactive argumentation in the small-group discussions. Journal of the Korean Chemical Society, 50(1), 79-88.   DOI
7 Lee, S.-K., Choi, C. I., Lee, G. & Shin, M.-K. (2013). Exploring scientific reasoning in elementary science classroom discourses. Journal of the Korean Association for Science Education, 33(1), 181-192.   DOI
8 Lemke, J. (1990). Talking science: Language, learning and values. Norwood: Ablex Publishing.
9 Lim, H. & Yeo, S.-I. (2012). Characteristics on elementary students argumentation in science problem solving process. Journal of Korean Elementary Science Education, 31(1), 13-24.
10 Lim, H.-J. & Shin, Y.-J. (2012). Investigation of scientific argumentation in the classes for elementary gifted students. Journal of Korean Elementary Science Education, 31(4), 513-531.
11 Lim, J., Song, Y.-M., Song, M. & Yang, I.-H. (2010). An analysis on the level of elementary gifted students argumentation in scientific Inquiry. Journal of Korean Elementary Science Education, 29(4), 441-450.
12 Ministry of Education, Korea. (2015). Science curriculum. Seoul, Korea: Ministry of Education.
13 Park, J.-E., Yu, E.-J., Lee, S.-K. & Kim, C.-J. (2009). An analysis of science writing by high school students through the argumentation structure instruction: Focus on writing tasks based on genres of science writing. Journal of the Korean Association for Research in Science Education, 29(8), 824-847.
14 Toulmin, S. (1958). The uses of argument. Cambridge, UK: Cambridge University Press.
15 Jeon, W.-S., Kwon, Y.-J. & Lawson, A. E. (1999). A comparative study on scientific reasoning skills in Korean and the US college students. Journal of the Korean Association for Science Education, 19(1), 117-127.
16 Kim, M. & Yoon, H. G. (2016). Scientific reasoning & argumentation [과학적 추론과 논증활동]. Korean Science Education Cooperation Monograph Series No. 13. Seoul: Kyoyukkwahaksa.
17 Kim, M.-H., Kang, S.-J. & Lee, K.-J. (2011). The development and application of heredity teaching-learning program visualized scientific reasoning process of scientists for gifted-in science students. Biology Education, 39(1), 31-45.   DOI
18 Ryu, H.-K. & Lim, H. (2014). Analysis of the types and levels of evidence in elementary students scientific argumentation. Journal of Korean Elementary Science Education, 33(1), 162-171.   DOI
19 Sprod, T. (1997). 'Nobody really knows': The structure and analysis of social constructivist whole class discussions. International Journal of Science Education, 19(8), 911-924.   DOI
20 Tytler, R. & Peterson, S. (2003). Tracing young childrens scientific reasoning. Research in Science Education, 33, 433-465.   DOI
21 Tytler, R. & Peterson, S. (2004). From "Try It and See" to strategic exploration: Characterizing young childrens scientific reasoning. Journal of Research in Science Teaching, 41(1), 94-118.   DOI
22 Villarroel, C., Felton, M. & Garcia-Mila, M. (2016). Arguing against confirmation bias: The effect of argumentative discourse goals on the use of disconfirming evidence in written argument. International Journal of Educational Research, 79, 167-179.   DOI
23 Walton, D. N. (1988). Burden of proof. Argumentation, 2(2), 233-254.   DOI
24 Wee, S.-M., Cho, H., Kim, S.-H. & Lee, H. (2009). The analysis of the level of the argumentation of small group according to the students characteristics. Journal of Science Education, 33(1), 1-11.   DOI
25 Zimmerman, C. (2000). The development of scientific reasoning skills. Developmental Review, 20(1), 99-149.   DOI
26 Lee, S.-H., Seo, B.-H. & Kim, Y.-G. (2007). A study on the characteristics of the components of argumentation in the process of solving scientific argument tasks among elementary students. Journal of Korean Elementary Science Education, 26(1), 76-86.
27 Kwon, Y.-J., Shim, H.-S., Jeong J.-S. & Park, K.-T. (2003). Role and process of abduction in elementary school students generation of hypotheses concerning vapor condensation. Journal of Korean Earth Science Society, 24(4), 250-257.
28 Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: University of Cambridge Press.
29 Lee, G. & Kwon, B. D. (2010). Reasoning-based inquiry model embedded in earth science phenomena. Journal of Korean Earth Science Society, 31(2), 185-202.   DOI
30 Brown, J. S. & Duguid, P. (1991). Organizational learning and communities-of-practice: Toward a unified view of working, learning, and innovation. Organization Science, 2(1), 40-57.   DOI
31 Cho, H., Jeong, S.-H. & Yang, I.-H. (2008a). The development of analytic coding frames on the abductive reasoning in scientific inquiry. Journal of Korean Earth Science Society, 29(7), 586-601.   DOI