Browse > Article
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;
Citations & Related Records
Times Cited By KSCI : 4  (Citation Analysis)
연도 인용수 순위
1 Zohar, A. & Nemet, F. (2002). Fostering students' knowledge and argumentation skills through dilemmas in human genetics. Journal of Research in Science Teaching, 39(1), 35-62.   DOI
2 http://learningdesigngroup.org Learning design group, lawrence hall of science, University of California, Berkeley.
3 Asterhan, C. S. C. & Schwarz, B. B. (2007). The effects of monological and dialogical argumentation on concept learning in evolutionary theory. Journal of Educational Psychology, 99(3), 626-639.   DOI
4 Bell, P. & Linn, M. (2000). Scientific arguments as learning artifacts: Designing for learning from the web with KIE. International Journal of Science Education, 22(8), 797-817.   DOI
5 Berland, L. K. & Hammer, D. (2012). Framing for scientific argumentation. Journal of Research in Science Teaching, 49(1), 68-94.   DOI
6 Berland, L. K. & Lee, V. R. (2012). In Pursuit of Consensus: Disagreement and legitimization during smallgroup argumentation. International Journal of Science Education, 34(12), 1857-1882.   DOI
7 Berland, L. K. & Reiser, B. J. (2011). Classroom communities' adaptations of the practice of scientific argumentation. Science Education, 95(2), 191-216.   DOI
8 Berland, L. K. & Russ, R. S. (2018). conceptual change through argumentation: A process of dynamic refinement. In Amin, T. G. & Levrini, O. (eds.), Converging perspectives on conceptual change: Mapping an emerging paradigm in the learning science (pp. 180-189). New York: Routledge.
9 Chinn, C. & Clark, D. B. (2013). Learning through collaborative argumentation. In Hmelo-Silver, C. E., Chinn, C. A., Chan, C. K. K. & O'Donnell, A. M. (eds.), International handbook of collaborative learning (pp. 314-332). New York: Routledge.
10 Chin, C. & Osborne, J. (2010). Students' questions and discursive interaction: Their impact on argumentation during collaborative group discussions in science. Journal of Research in Science Teaching, 47(7), 883-908.   DOI
11 Cho, B., Ko, Y., Kim, H., Pail, S., Park, J., Park, J. & Im, M. (2002). A study of kindergarten, elementary, and middle school students' conception types and trend of grade related to evaporation and conditions of evaporation activities. Journal of the Korean Association for Research in Science Education, 22(2), 286-298.
12 Choe, H. S., Kim, E. K., Lee, K., Chung, W. H. & Paik, S. (2001). Investigating elementary students' alternative conceptions of heat and temperature. Journal of Korean Elementary Science Education, 20(1), 123-138.
13 Clark, D. B., D'Angelo, C. M. & Menekse, M. (2009). Initial structuring of online discussions to improve learning and argumentation: Incorporating students' own explanations as seed comments versus an augmentedpreset approach to seeding discussions. Journal of Science Education and Technology, 18(4), 321-333.   DOI
14 Dogan, O. K., Cakir, M. & Yager, R. E. (2017). Delineating the roles of scientific inquiry and argumentation in conceptual chang process. In Shelley, M., Pehlivan, M. (eds.), Education research highlights in mathematics, science and technology 2017 (pp. 113-121). ISRES.
15 Driver, R., Newton, P. & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84(3), 287-312.   DOI
16 Enderle, P. J., Bickel, R., Gleim, L., Granger, E., Grooms, J., Hester, M., Murphy, A., Sampson, V. & Southerland, S. A. (2015). Argument-driven inquiry in life science. Arlington, VA: National Science Teachers Association.
17 Evagorou, M. & Osborne, J. (2013). Exploring young students' collaborative argumentation within a socioscientific issue. Journal of Research in Science Teaching, 50(2), 209-237.   DOI
18 Grooms, J., Sampson, V. & Enderle, P. (2018). How concept familiarity and experience with scientific argumentation are related to the way groups participate in an episode of argumentation. Journal of Research in Science Teaching, 55(9), 1264-1286.   DOI
19 Jimenez-Aleixandre, M. P., Bugallo Rodriguez, A. & Duschl, R. A. (2000). "Doing the lesson" or "doing science": Argument in high school genetics. Science Education, 84(6), 757-792.   DOI
20 Jimenez-Aleixandre, M. P. & Erduran, S. (2008). Argumentation in science education: An overview. In Erduran, S. & Jimenez-Aleixandre, M. P. (eds.), Argumentation in science education: Perspectives from classroom-based research (pp. 3-28). Dordrecht: Springer.
21 Kang, N. & Lee, E. K. (2013). Argument and argumentation: A review of literature for clarification of translated words. Journal of the Korean Association for Science Education, 33(6), 1119-1138.   DOI
22 Kang, S., Han, S. & Noh, T. (2002). The effect of cooperative small group discussion in science concept learning. Journal of the Korean Association for Research in Science Education, 22(1), 93-101.
23 Kim, Y. & Kim, H. (2015). A path analysis of learner's variables affecting on sciencetific argument level of elementary school students. Cheongram Science Education Research, 21(2), 1-11.
24 Kwak, K. & Nam, J. (2009). Enhancing the quality of students' argumentation and characteristics of students' argumentation in different contexts. Journal of the Korean Association for Research in Science Education, 29(4), 400-413.
25 Lee, M. (2019). An analysis of interaction and scientific conceptual change of elementary school students in collaborative scientific argumentation. Master dissertation, Korea National University of Education.
26 Lee, K. H., Yun, S. & Kim, H. (2012). Understanding of middle school students' small group argumentation of plant and animal classification: Focusing on the effects of leader. Biology Education, 40(1), 71-86.   DOI
27 Lee, S. (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
28 Lee, S. & Chun, J. (2017). Analysis of argumentation on socio-scientific issue in middle school students' small group structure based on intimacy and leadership. Journal of Learner-Centered Curriculum and Instruction, 17(24), 343-368.
29 Lee, S. & Kim, H. (2017). Exploring secondary students' dialogic argumentation regarding excretion via collaborative modeling. Journal of the Korean Association for Science Education, 37(6), 1037-1049.   DOI
30 Nussbaum, E. M. & Sinatra, G. M. (2003). Argument and conceptual engagement. Contemporary Educational Psychology, 28(3), 384-395.   DOI
31 Nussbaum, E. M., Sinatra, G. M. & Poliquin, A. (2008). Role of epistemic beliefs and scientific argumentation in science learning. International Journal of Science Education, 30(15), 1977-1999.   DOI
32 Paik, S., Kim, H., Che, W., Kwon, K. & Noh, T. (1999). Effects of concept change teaching model considering students' learning motivations. Journal of the Korean Association for Research in Science Education, 19(2), 305-314.
33 Richmond, G. & Striley, J. (1996). Making meaning in classrooms: Social processes in small-group discourse and scientific knowledge building. Journal of Research in Science Teaching, 33(8), 839-858.   DOI
34 Ryu, S. & Sandoval, W. A. (2015). The influence of group dynamics on collaborative scientific argumentation. Eurasia Journal of Mathematics, Science and Technology Education, 11(2), 335-351.   DOI
35 Sampson, V. & Clark, D. B. (2011). A comparison of the collaborative scientific argumentation practices of two high and two low performing groups. Research in Science Education, 41(1), 63-97.   DOI
36 Simon, S. & Maloney, J. (2007). Activities for promoting small-group discussion and argumentation. School Science Review, 88(324), 49-57.
37 Song, J. (2017). A review of conceptual change research (1984-2016): Current trends and implications for future research. Journal of Learner-Centered Curriculum and Instruction, 17(3), 1-27.   DOI
38 Venville, G. J. & Dawson, V. M. (2010). The impact of a classroom intervention on grade 10 students' argumentation skills, informal reasoning, and conceptual understanding of science. Journal of Research in Science Teaching, 47(8), 952-977.   DOI
39 Vosniadou, S. (2008). Bridging culture with cognition: A commentary on culturing conceptions: From first principles. Cultural Studies of Science Education, 3(2), 277-282.   DOI
40 Zhou, G. (2010). Conceptual Change in Science: A Process of Argumentation. Eurasia Journal of Mathematics, Science and Technology Education, 6(2), 101-110.   DOI