Browse > Article
http://dx.doi.org/10.14697/jkase.2009.29.6.666

The Teachers' View on Using Argumentation in School Science  

Lee, Hyo-Nyong (Kyungpook National University)
Cho, Hyun-Jun (KAIST Institute for Gifted Students)
Sohn, Jung-Joo (Korea National University of Education)
Publication Information
Journal of The Korean Association For Science Education / v.29, no.6, 2009 , pp. 666-679 More about this Journal
Abstract
The purpose of this study was to survey the teachers' view on using argumentation in school science. For the purpose of this study, the questionnaire was designed for in-depth interview with an in-service middle school science teacher with Ph.D. and was completed through pilot testing with elementary and secondary in-service teachers. The data was surveyed from 1,015 teachers; 762 elementary school teachers, 127 middle school science teachers, and 126 high school science teachers. From the frequencies analysis of the data, the results indicated that the first students made some argumentation accord claim with evidence, the second, the teachers gave some opportunities to their students through the theme within their living environment or lab-activities involving argumentation, and lastly, most of the teachers recognized the absolute necessity of argumentation. From these results, recommendations about some post researches were suggested.
Keywords
argumentation; science teacher; survey;
Citations & Related Records
Times Cited By KSCI : 7  (Citation Analysis)
연도 인용수 순위
1 엄경흠, 엄이섭 (2005). 고등학교 국어 토의${\cdot}\alpha$토론 교수-학습의 방법 연구. 교육과학연구, 10, 123-158
2 이봉우, 김희경 (2004). 학생들의 인식조사를 통한 온라인 물리탐구토론의 특징. 한국과학교육학회지, 24(6), 1206-1215   과학기술학회마을
3 Erduran, S., & Osborne, J. (2005). Developing arguments. In S. Alsop, L. Bencze, and E. Pedretti (Eds.). Analysing exemplary science teaching: Theoretical lenses and a spectrum of possibilities for practice. Open University Press
4 Erduran, S., Osborne, J., & Simon, S. (2005). The role of argumentation in developing scientific literacy. In K. Bosersma, M. Goedhart, O. De Jong, & H. Eijkelhof. (Eds.). Research and the quality of science education, (pp. 381-394). Dordrecht
5 Kuhn, D. (1992). Thinking as argument. Harvard Educational Review, 62, 155-178   DOI
6 Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 41(10), 994-1020   DOI   ScienceOn
7 Simon, S., Erduran, S., & Osborne, J. F. (2006). Learning to teach argumentation: Research and development in the science classroom. International Journal of Science Education, 28(2-3), 235-260   DOI   ScienceOn
8 Yore, L. D., Pimm, D., & Tuan, H. (2007). The literacy component of mathematical and scientific literacy. International Journal of Science and Mathematics Education, 5, 559-589   DOI   ScienceOn
9 Zeidler, D. L. (Ed.). (2003). The role of moral reasoning on socioscientific issues and discourse in science education. Dordrecht, The Netherlands: Kluwer Academic Publishers
10 박정희, 김정률, 박예리 (2004). 탐구 학습에 관한 중등 과학 교사들의 인식. 한국지구과학학회지, 25(8), 731-738   과학기술학회마을
11 김선홍 (2008). 학생 특성에 따른 소그룹 논증과정 분석. 한국교원대학교 대학원 석사학위 논문
12 Sampson, V., & Clark, D. (2008). The impact of collaboration on the outcomes of scientific argumentation. Science Education, 93, 448-484   DOI   ScienceOn
13 Sandoval, W. A., & Millwood, K. A. (2005). The quality of students' use of evidence in written scientific explanations. Cognition and Instruction, 23, 23-55   DOI   ScienceOn
14 이경록 (2008). 11학년 학생들의 과학 탐구 활동 중 일어나는 논증과정 요소 분석. 한국교원대학교 대학원 석사학위 논문
15 이정수, 강경희, 이선경 (2005). 과학 소집단 토론에서 학생들의 상호작용적 논증 과정과 이유 유발조건. 교과교육연구, 26(1), 91-112
16 강석진, 한수진, 노태희 (2002). 과학 개념 학습에서 협동적 소집단 토론의 효과. 한국과학교육학회지, 22(1), 93-101   과학기술학회마을
17 이봉우 (2004). 온라인 물리탐구토론에 나타난 학생들의 상호작용 유형 분석. 한국과학교육학회지, 24(3), 638-645   과학기술학회마을
18 Hanrahan, M. (1999). Rethinking science literacy: Enhancing communication and participation in school science through affirmational dialogue journal writing. Journal of Research in Science Teaching, 36(6), 699-717   DOI   ScienceOn
19 Kelly, G., & Takao, A. (2002). Epistemic levels in argument: An analysis of university students’use of evidence in writing. Science Education, 86, 314-342   DOI   ScienceOn
20 Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classroom. Science Education, 84(3), 287-312   DOI   ScienceOn
21 김희경, 강태욱, 송진웅 (2003). 7차 교육과정에 따른 중학교 과학 교과서 물리단원 실험의 특징. 새물리, 47(6), 387-394
22 이범홍, 이양락, 홍미영 (1999). 토의토론 학습과 중등학교 과학교육. 이홍수 편저. 교수-학습자료 개발: 연구보고 RR 97-Ⅱ-6, (pp. 393-414). 한국교원대학교 부설 교과교육공동연구소
23 Newton, P., Driver, R., & Osborne, J. (1999). The place of argumentation in the pedagogy of school science. International Journal of Science Education, 21, 553-576   DOI   ScienceOn
24 강경희, 이강진, 이선경 (2004). 중학교 과학수업의 소집단 토론의 특징 및 상호작용 유형. 교과교육연구, 25(1), 239-257
25 Gott, R., & Duggan, S. (2007). A framework for practical work in science and scientific literacy through argumentation. Research in Science & Technological Education, 25(3), 271-291   DOI   ScienceOn
26 Kuhn, D. (1991). The skills of argument. Cambridge. Cambridge University Press
27 Minstrell, J., & Van Zee, E. (Eds.) (2000). Inquiring into inquiry learning and teaching in science. Washington, DC: American Association for the Advancement of Science
28 National Research Council (2000). Inquiry and the national science education standards. Washington, DC: National Academy of Science Press
29 Hofstein, A., Kipnis, M., & Kind, P. (2008). Learning in and from science laboratories: Enhancing students’meta-cognition and argumentation skills. In C. L. Petroselli (Ed.). Science education issues and developments, (pp. 59-94). Nova Science Publishers, Inc
30 Latour, B., & Woolgar, S. (1986). Laboratory Life: The Construction of Scientific Facts. (2nd ed.). Princetown, NJ: Princetown University Press
31 Popper, K (1959). The logic of scientific discovery. London. Hutchinson
32 O'Neill, D. K., & Polman, J. L. (2004). Why educate "little scientists?" Examining the potential of practice-based scientific literacy. Journal of Research in Science Teaching, 41(3), 234-266   DOI   ScienceOn
33 Suppe, F. (1995). Credentialing Scientific Claims. Perspectives on Science, 1, 153-203
34 American Association for the Advancement of Science (1993). Benchmarks for science literacy. NY, Oxford University Press
35 이하룡, 남경희, 문성배, 김용권, 이석희 (2005). 논의과정 활용 수업이 초등학생의 학습 동기와 과학태도에 미치는 영향. 초등과학교육, 24(2), 183-191   과학기술학회마을
36 Kuhn, D. (1993). Science as argument: Implications for teaching and learning scientific thinking. Science Education, 77(3), 319-337   DOI   ScienceOn
37 Kuhn, T (1970). The structure of scientific revolutions. Chicago. University of Chicago Press
38 교육과학기술부 (2008). 교육인적자원부 고시 제 2006-75호 및 제2007-79호에 따른 중학교 교육과정 해설 Ⅲ. 서울: 대한교과서 주식회사
39 이선경 (2006). 소집단 토론에서 발생하는 학생들의 상호작용적 논증 유형 및 특징. 대한화학회지, 50(1), 79-88   과학기술학회마을   DOI   ScienceOn
40 조현준, 양일호, 송윤미, 이효녕(2008). 초등과학영재의 논증활동에서 사용된 증거의 수준 분석. 한국과학교육학회지, 28(5), 495-505   과학기술학회마을