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http://dx.doi.org/10.14697/jkase.2017.37.4.763

Analysis of Character Competency Change in High School Students by Role Assignment in Argument-Based Inquiry(ABI) Science Class  

Cho, Hye Sook (Pusan National University)
Seo, Minsook (Pusan National University)
Nam, Jeonghee (Pusan National University)
Kwon, Jeong In (Pusan National University)
Son, Jeongwoo (Gyeongsang National University)
Park, Jongseok (Kyungpook National University)
Publication Information
Journal of The Korean Association For Science Education / v.37, no.4, 2017 , pp. 763-773 More about this Journal
Abstract
The purpose of this study is to investigate the impact of Argument-Based Inquiry (ABI) strategy on student's character competency. For this study, 51 grade 11 students (two classes) were selected to the role assignment (ABI-R group) and 46 students (two classes) were assigned to the non-role assignment group (ABI group). In the result, the role assignment group (ABI-R group) showed a statistically higher change in character competency than the group without role assignment (ABI group). Particularly, the ABI-R group has significantly higher grade than ABI group in empathy, responsibility, and respect among the sub-factors of character competency. However, in the case of the cooperation factor of character competency, the ABI group showed statistically significant higher grade than ABI-R group. The results of this study showed that Argument-Based Inquiry (ABI) as teaching and learning strategies in science can contribute to the enhancement of human character competency. In addition, we suggest that students should be actively involved in the class through role assignment, but it is necessary to present the class situation so that they can be actively engaged according to the problem situation rather than being fixed in a given role.
Keywords
Argument-Based Inquiry; ABI; character; character education; character competency; role assignment;
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