Browse > Article
http://dx.doi.org/10.14697/jkase.2015.35.2.0199

Korean Middle School Students' Epistemic Ideas of Claim, Data, Evidence, and Argument When Evaluating and Critiquing Arguments  

Ryu, Suna (University of California)
Publication Information
Journal of The Korean Association For Science Education / v.35, no.2, 2015 , pp. 199-208 More about this Journal
Abstract
An enhanced understanding of the nature of scientific knowledge-what counts as a scientific argument and how scientists justify their claims with evidence-has been central in Korean science instruction. However, despite its importance, scholars are generally concerned about the difficulty of both addressing and improving students' epistemic understanding, especially for students of a young age. This study investigated Korean middle school students' epistemic ideas about claim, data, evidence, and argument when they engage in reading both text-based and data-inscription arguments. Compared to previous studies, Korean middle school students show a sophisticated understanding of the role of claim and evidence. Yet, these students think that there is only a single way of interpreting data. When comparing students' ideas from text-based and data-inscription arguments, the majority of Korean students barely perceive text description as evidence and recognize only measured data as evidence.
Keywords
epistemic ideas; claim; data; evidence; argument; evaluating arguments;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
연도 인용수 순위
1 Archieve. (2012). Next generation science standards.
2 Baram-Tsabari, A., & Yarden, A. (2005). Text genre as a factor in the formation of scientific literacy. Journal of Research in Science Teaching, 42(4), 403-428. doi: 10.1002/tea.20063   DOI   ScienceOn
3 Bricker, L.A., & Bell, P. (2008). Conceptualizations of argumentation from science studies and the learning sciences and their implications for the practices of science education. Science Education, 92(3), 473-498. doi: 10.1002/sce.20278   DOI   ScienceOn
4 Carey, S., Evans, R., Honda, M., Jay, E., & Unger, C. (1989). 'An experiment is when you try it and see if it works': A study of grade 7 students' understanding of the construction of scientific knowledge. International Journal of Science Education, 11(5), 514-529.   DOI   ScienceOn
5 Carey, S., & Smith, C. (1993). On understanding the nature of scientific knowledge. Educational Psychologist, 28(3), 235-251.   DOI   ScienceOn
6 Corbin, J.M., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13(1), 3-21.   DOI
7 Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young people's images of science. Buckingham, UK: Open University Press.
8 Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84(3), 287-312.   DOI
9 Duschl, R.A. (2008). Science education in three-part harmony: Balancing conceptual, epistemic, and social learning goals. Review of research in education, 32(1), 268-291.   DOI
10 Duschl, R.A., & Osborne, J. (2002). Supporting and promoting argumentation discourse in science education. Studies in Science Education, 38(1), 39-72.   DOI
11 Falk, H., & Yarden, A. (2009). “Here the scientists explain what i said.” coordination practices elicited during the enactment of the results and discussion sections of adapted primary literature. Research in Science Education, 39(3), 349-383.   DOI
12 Hand, B.M., Florence, M.K., & Yore, L.D. (2004b). Scientists' views of science, models of writing, and science writing practices. Journal of Research in Science Teaching, 41(4), 338-369.   DOI   ScienceOn
13 Hammer, D., & Elby, A. (2002). On the form of a personal epistemology. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 169-190). Mahwah, NJ: Erlbaum.
14 Hand, B.M., Lawrence, C., & Yore, L.D. (1999). A writing in science framework designed to enhance science literacy. International Journal of Science Education, 21(10), 1021-1035.   DOI
15 Hand, B.M, Hohenshell, L., & Prain, V. (2004a). Exploring students' responses to conceptual questions when engaged with planned writing experiences: A study with year 10 science students. Journal of Research in Science Teaching, 41(2), 186-210.   DOI   ScienceOn
16 Hapgood, S., Magnusson, S.J., & Sullivan Palincsar, A. (2004). Teacher, text, and experience: A case of young children's scientific inquiry. Journal of the Learning Sciences, 13(4), 455-505. doi: 10.1207/s15327809jls1304_1   DOI   ScienceOn
17 Hynd, C., Holschuh, J.P., & Hubbard, B.P. (2004). Thinking like a historian: College students' reading of multiple historical documents. Journal of Literacy Research, 36(2), 141-176.   DOI   ScienceOn
18 Leach, J., Millar, R., Ryder, J., & Sere, M.-G. (2000). Epistemological understanding in science learning: The consistency of representations across contexts. Learning and Instruction, 10(6), 497-527.   DOI   ScienceOn
19 Lederman, N.G. (2007). Nature of science: Past, present, and future. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science educaiton (pp. 831-879). Mahwah, NJ: Lawrence Erlbaum Assoc.
20 Lee, C. (2005). Reconceptualizing disciplinary literacies and the adolescent struggling reader: Placing culture at the forefront. Paper presented at the National Reading Conference.
21 Louca, L., Elby, A., Hammer, D., & Kagey, T. (2004). Epistemological resources: Applying a new epistemological framework to science instruction. Educational Psychologist, 39(1), 57-68.   DOI   ScienceOn
22 McNeill, K.L. (2011). Elementary students' views of explanation, argumentation, and evidence, and their abilities to construct arguments over the school year. Journal of Research in Science Teaching, 48(7), 793-823.   DOI   ScienceOn
23 Moje, E.B. (2007). Developing socially just subject-matter instruction: A review of the literature on disciplinary literacy teaching. Review of research in education, 31(1), 1-44.   DOI
24 Moje, E.B. (2010). Comprehending in the content areas: The challenges of comprehension, grades 7-12, and what to do about them. In K. G. D. Fisher (Ed.), A comprehensive look at reading comprehension, k-12 (pp. 46-72). New York: Guilford.
25 Moje, E.B., Peek-Brown, D., Sutherland, L.M., Marx, R.W., Blumenfeld, P., & Krajcik, J. (2004). Explaining explanations: Developing scientific literacy in middle-school project-based science reforms. In D. Strickland & D. E. Alvermann (Eds.), Bridging the gap: Improving literacy learning for preadolescent and adolescent learners in grades 4-12 (pp. 227-251). New York: Teachers College Press.
26 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
27 Osborne, J., MacPherson, A., Patterson, A., & Szu, E. (2012). Introduction. In M. S. Khine (Ed.), Perspectives on scientific argumentation: Theory, practice and research: Springer.
28 Ryu, S., & Sandoval, W.A. (2012). Improvements to elementary children's epistemic understanding from sustained argumentation. Science Education, 96(3), 488-526.   DOI   ScienceOn
29 Pearson, P. D., Moje, E., &Greenleaf, C. (2010). Literacy and science: Each in the service of the other. Science, 328(5977), 459-463.   DOI   ScienceOn
30 Pluta, W.J., Chinn, C.A., & Duncan, R.G. (2011). Learners' epistemic criteria for good scientific models. Journal of Research in Science Teaching, 48(5), 486-511. doi: 10.1002/tea.20415   DOI   ScienceOn
31 Sandoval, W.A. (2005). Understanding students' practical epistemologies and their influence on learning through inquiry. Science Education, 89(4), 634-656.   DOI   ScienceOn
32 Sandoval, W.A., & Millwood, K.A. (2005). The quality of students' use of evidence in written scientific explanations. Cognition and Instruction, 23(1), 23-55.   DOI   ScienceOn
33 Sandoval, W.A., & Morrison, K. (2003). High school students' ideas about theories and theory change after a biological inquiry unit. Journal of Research in Science Teaching, 40(4), 369-392.   DOI   ScienceOn
34 Shin, J., & Choi, A. (2014). Trends in research studies on scientific argument and writing in korea. Journal of the Korean Association for Science Education, 34(2), 107-122.   DOI   ScienceOn
35 Smith, C.L., Maclin, D., Houghton, C., & Hennessey, M.G. (2000). Sixth-grade students' epistemologies of science: The impact of school science experiences on epistemological development. Cognition & Instruction, 18(3), 349-422.   DOI   ScienceOn
36 Smith, C.L., & Wenk, L. (2006). Relations among three aspects of first-year college students' epistemologies of science. Journal of Research in Science Teaching, 43(8), 747-785.   DOI   ScienceOn
37 Textual Tools Study Group. (2006b). Developing scientific literacy through the use of literacy teaching strategies. In M. K. K. W. R. Douglas (Ed.), Linking science & literacy in the k-8 classroom (pp. 261-285). Arlington, VA: NSTA Press.
38 Sutherland, LeeAnn M. (2008). Reading in science: Developing high-quality student text and supporting effective teacher enactment. The Elementary School Journal, 109(2), 162-180.   DOI   ScienceOn
39 Textual Tools Study Group. (2006a). Developing scientific literacy through the use of literacy teaching strategies. In R. Douglas, M. Klentschy & K. Worth (Eds.), Linking science & literacy in the k-8 classroom (pp. 261-285). Arlington, VA: NSTA Press.