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http://dx.doi.org/10.15267/keses.2019.38.2.216

Elementary School Students' Interaction and Conceptual Change in Collaborative Scientific Argumentation  

Lee, Mi-Sun (Jugsung Elementary School)
Kim, Hyo-Nam (Korea National University of Education)
Yang, Il-Ho (Korea National University of Education)
Publication Information
Journal of Korean Elementary Science Education / v.38, no.2, 2019 , pp. 216-233 More about this Journal
Abstract
The purpose of this study was to identify the aspects of elementary school students' interactions shown conceptual changes in collaborative scientific argumentation. Fifty sixth graders of an elementary school in Jeonju were selected for this study. Ten small groups consisting of five students each were organized evenly with considerations of their gender, science achievement, scientific discussion experience and degree of communication apprehension. 'Food web and Ecosystem' and 'Change of Moon shape' were selected as the proper topics of collaborative scientific argumentation in terms of difficulty to be understanded by the $6^{th}$ graders. The small group's dialogue was recorded. The students' activity sheets, field note and interviews of the participants were collected. Based on the collected data, we analyzed the aspect of small groups' interaction shown conceptual change of each student. The result of this study was as follows: The interaction aspects of the small group of students who showed conceptual changes in the collaborative scientific discussion have a tendency of showing their discussion responses, explanation-opposition discourse, the use of rigorous criteria, their collaborative attitude and participation.
Keywords
collaborative scientific argumentation; conceptual change; small group interaction;
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