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http://dx.doi.org/10.5012/jkcs.2015.59.1.78

Analysis of Argumentation in Middle School Science Classroom Using Argument-Based Inquiry  

Lee, Minji (Department of Chemistry Education, Pusan National University)
Kwon, Jeongin (Department of Chemistry Education, Pusan National University)
Nam, Jeonghee (Department of Chemistry Education, Pusan National University)
Publication Information
Journal of the Korean Chemical Society / v.59, no.1, 2015 , pp. 78-87 More about this Journal
Abstract
The purpose of this study was to investigate the argumentation of middle school students during the argument-based inquiry. A total of sixty eight 8th grade middle school students participated in this study and they performed six argument-based inquiry programs. Data were collected from two of the latest programs by audio-recording and transcription of each group engaging in argumentation. The study findings showed that; first, the most frequent element of argumentation in the all of stages of the two programs was following order: 'claim' and 'request and response' and 'simple agreement'. The most active argumentation was showed at the designing experiments stage and the most inactive was showed at the generating questions stage. Second, as a result of analyzing the argumentation level for each stage of the argument-based inquiry, a high level of argumentation was shown at the claim and evidence stage, and a low level of argumentation was shown at the generating questions stage in the argumentation structure. As a result of the validity of argumentation, the validity of argumentation was the highest level in the claim and evidence stage.
Keywords
Argument-based inquiry; Argumentation; Argumentation structure; Validity of argumentation;
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Times Cited By KSCI : 1  (Citation Analysis)
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