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http://dx.doi.org/10.14697/jkase.2011.31.5.694

Development and Application of the Scientific Inquiry Tasks for Small Group Argumentation  

Yun, Sun-Mi (Seoul National University)
Kim, Heui-Baik (Seoul National University)
Publication Information
Journal of The Korean Association For Science Education / v.31, no.5, 2011 , pp. 694-708 More about this Journal
Abstract
In this study, we developed tasks including cognitive scaffolding for students to explain scientific phenomena using valid evidences in science classroom and sought to investigate how tasks influence the development of small group scientific argumentation. Heterogeneous small groups in gender and achievement were organized in one classroom and the tasks were applied to the class. Students were asked to write down their own ideas, share individual ideas, and then choose the most plausible opinion in a group. One group was chosen for investigating the effect of tasks on the development of small group argumentation through the analysis of discourse transcripts of the group in 10 lessons, students' semi-structured interview, field note, and students' pre- and post argument tests. The discrepant argument examples were included in the tasks for students to refute an argument presenting evidences. Moreover, comparing opinion within the group and persuading others were included in the tasks to prompt small group argumentation. As a result, students' post-argument test grades were increased than pre-test grades, and they argued involving evidences and reasoning. The high level of arguments has appeared with high ratio of advanced utterances and lengthening of reasoning chain as lessons went on. Students had elaborate claims involving valid evidences and reasoning by reflective and critical thinking while discussing about the tasks. In addition, tasks which could have various warrants based on the data led to students' spontaneous participation. Therefore, this study has significance in understanding the context of developing small group argumentation, providing information about teaching and learning context prompting students to construct arguments in science inquiry lessons in middle school.
Keywords
Scientific Argument; Small Group Argumentation; Cognitive Scaffolding; Reflective Thinking; Critical Thinking;
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Times Cited By KSCI : 9  (Citation Analysis)
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