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http://dx.doi.org/10.14697/jkase.2012.32.2.201

Analyzing Coordination of Theory and Evidence Presented in Pre-service Elementary Teachers' Science Writing for Inquiry Activities  

Lee, Sun-Kyung (Seoul National University)
Lee, Gyu-Ho (Gyeongin National University of Education)
Choi, Chui-Im (Seoul National University)
Shin, Myeong-Kyeong (Gyeongin National University of Education)
Publication Information
Journal of The Korean Association For Science Education / v.32, no.2, 2012 , pp. 201-209 More about this Journal
Abstract
This study aims to explore patterns and characteristics of coordination between evidence and theories which were found in pre-service elementary teachers' writing for their science inquiry. Five science inquiry activities and a total of 115 writings of the participant teacher at the elementary teacher preparation university in Korea were collected and analyzed for this study. Based on the writing analyses there were found four types of coordination between the evidence and theory. We proposed four types as: Type 1-Consistency of evidence and theory; Type 2-Consistence of evidence and theory including more extension or elaboration of theory; Type 3-Inconsistence of evidence and theory Type 4-Inconsistence of evidence and theory followed by coordination of them. Firstly the findings indicated that the most to least frequent types were Type 1, Type 3, Type 2, and Type 4. The most frequent type was Type 1. It is interpreted that theory in the inquiry questions were frequently figured out by participants and they selected supporting evidence out of data found. There were rarely found relations between activity topics and frequencies of coordination types except in activity 1. The findings in this study will connect to the point of how students collaborate their previously owned knowledge with experiment planning, data analysis and interpretation and making of their own scientific claims.
Keywords
practical epistemology; coordination of theory and evidence; science writing, inquiry activity; preservice teacher;
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