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http://dx.doi.org/10.5012/jkcs.2022.66.5.390

Comparative Analysis of Epistemic Thinking in Middle School Students in Argument-Based Inquiry(ABI) Science Class of No Face-to-Face and Face-to-Face Context  

Lee, Jihwa (Department of Chemistry Education, Pusan National University)
Cho, Hye Sook (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.66, no.5, 2022 , pp. 390-404 More about this Journal
Abstract
The purpose of this study was to analyze the characteristics and changes in epistemic thinking when an argument-based inquiry science class was applied in no face-to-face and face-to-face situations. Participants of this study were 113 8th grade students of four classes from a coed educational middle school in a metropolitan city. Data collection was made over one semester during which ten argument-based inquiry science lessons on five subjects were conducted in both no face-to-face and face-to-face context. As a result of comparing and analyzing students' epistemic thinking in the argumentation of each group's generating question stage, the no face-to-face classes showed higher understanding of contents and more evidence suggestion validity than face-to-face classes did. Claim validity and categories of process in argumentation were higher in face-to-face classes than No face-to-face classes. Students were able to improve their understanding of knowledge through writing by discussing rather than direct communication in no face-to-face situations, and in face-to-face situations, students showed that their thoughts were influenced by interpersonal relationships with the group members.
Keywords
Argument-Based Inquiry (ABI); Epistemic thinking; Face-to-face context; No face-to-face context;
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