• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.495-505
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• 2008

The purpose of this study was to analyze the level of evidence used in gifted elementary students' argumentation. The subjects were 15, 5th and 6th grade students selected in the Science Education Institute for Gifted Youth in K University. After the argumentation task was given to students 2 weeks ago, the students grouped themselves in the affirmative and negative and took part in a debate for 2 hours. Their argumentation process was observed, recorded and transcribed for analysis. Transcribed data was given a Protocol Number according to priority and was examined to find out what were the characteristics when students participated in the task. The evidence used in argumentation was graded from level 1 to level 6 according to Perella's Hierarchy of Evidence and the rate of frequency classified by the level was expressed in graph. Students used Level 1- Level 2 evidence above 50% without for or against task. They had weak argumentation making use of low-level evidence such as individual experience, opinion and another person's experience rather than objective evidences. On the other hand, students commented on the lack of opponent's evidence when they could not trust an opponent's evidence. If one team asked the other to present more evidence but could not, they disregarded the question and turned to another topic. And in cases where the opponent team refuted with evidences of high level, the other team just repeated their claim or evaded the rebuttal. The students tended to complete the argument without the same conclusions with some interruptions. The results show that we need an educational programs including scientific argumentation for science-gifted elementary school students.

• Journal of Science Education
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• v.42 no.1
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• pp.12-26
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• 2018

This study examined the effects of SSI argumentation program on the preservice biology teachers' decision-making types and communication ability. The SSI argumentation program was developed based on 'Social Decision-Making & Problem-Solving strategy' and Toulmin's argumentation pattern. The preservice teachers had opportunities of SSI argumentation through small group discussions. They were asked to identify the issues regarding SSI, think of solutions, and make a decision along with claims, warrants, data, and rebuttals. The preservice biology teachers experienced four SSI topics of abortion, euthanasia, gene manipulation, artificial intelligence. The results indicated that the preservice biology teachers significantly improved the communication ability after the intervention, but they did not change their types of decision-making. In addition, after the intervention, the Pearson correlation results indicated that 'the logical type' of decision-making significantly relates to the communication ability(p<.01). The preservice biology teachers mentioned that they improved their ability of considering warrants, data, background information, context, and rebuttals. Further, the preserivce biology teachers mentioned that they became take an interest in socioscientific issues and improved their ability of accepting criticism from others as well as caring about others when they argue each other. This study implicated that the SSI argumentation program has effects on improving personality education in school science.

• The Bulletin of The Korean Astronomical Society
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• v.36 no.1
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• pp.80-80
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• 2011

이 연구는 일종의 비형식 교육기관인, 과학관 전시물의 배열과 설명문의 구조에 대한 논증적 접근을 목표로 하고 있다. 그러한 접근을 통하여 서대문 자연사 과학관 전시물 배열의 문제점과 새로운 전시물 배열방식을 제안한다. 이를 위해 첫째, 우리는 논증을 바탕으로 전시물 배열의 거시와 미시적 관점의 점검 기준을 설정하였다. 이 분석 결과를 바탕으로 서대문 자연사 박물관 지구의 탄생분야의 전시의 배열에 대한 개선점을 제안한다. 분석은 Booth 등(2008)의 논증에 기초하여 공룡은 다른 동물들에 비해서 어떻게 그렇게 번창하였는가? 그 이유는 무엇인가? 무엇이 이 주장과 이유를 지지하는 증거인가? 질문들을 다루었다. 따라서 이러한 논증 식 전시물 배열이 서대문 자연사 박물관 전시 배열에 도입된다면 더 좋은 전시 효과를 얻을 수 있다고 결론 짓는다.

• Journal of The Korean Association For Science Education
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• v.29 no.2
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• pp.203-220
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• 2009

The purpose of this study was to develop a rubric for assessing students' scientific argumentation. Through the analysis of relevant literature related to argument in science education for developing rubric, the procedure in development and the category in assessment for rubric were elicited. According to the general procedure in developing rubric, the standard for evaluating the argumentation derived three categories such as a form, contents, and attitude. The form category was further segmented into sub-functions composition, claim, ground, and conclusion in the whole. The category for contents was segmented into sub-functions understanding, credibility, and inference. And the category for attitude was set to sub-functions participatory level and openness. The standard for evaluating sub-functions in each of the categories formed in this way was minutely suggested with five stages. The rubric, which was developed on the basis of literature, was inspected through a regular seminar in one expert in science education and fellow researchers. The rubric, which was developed in the early days, was again modified by being verified on problem and improvement matter after being entrusted to four experts in scientific education. And, the finally-completed rubric indicated to be high with 0.96 in the content validity index by being verified the validity by the four experts in science education. The developed rubric will lead to being able to increase the understanding about demonstration in students, and to being available for being utilized as the criteria for developing the argumentation process program and for evaluating the argumentation activity.

• 한국과학교육학회:학술대회논문집
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• 2009.02a
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• pp.74.1-74.1
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• 2009

• Journal of Gifted/Talented Education
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• v.21 no.1
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• pp.163-174
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• 2011

As the scientific technology has produced complex problems that required value judgment, science-gifted students need the program for enhancing the critical thinking. Therefore, this study analyzed patterns of claims on scientific technology of the science-gifted for the development of argument program. The data were collected by 60 science-gifted students using writing and e-mail. The result showed that 29% of the participants provided only advantageous factors for their claims, whereas only 10% among the participants who provided both sides used pattern of 'rebuttal.' In addition, the students who fell into the patterns of 'alternative suggestion' and 'overly positive expectation on scientific technology' revealed positive recognition on scientific technology. These results highlight the need of argumentation program for science-gifted students that could be guideline for knowledge or argumentation, help awareness of limitation and role of scientific technology and lead to well-balanced judgment between positive effects and negative ones.

• Journal of The Korean Association For Science Education
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• v.30 no.4
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• pp.402-411
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• 2010

The purposes of this study are to analyze an argumentation between an astronomers group and a counter astronomers group that have concluded different results by using the same methods and to find an implication for applying to school science. For this study, two science research papers, which have been interpreted differently, were selected and analyzed in spite of observing same area in Titan and using same data process method. Their key issues are involved in interpretation and explanation, and the credibility of observed data. From this result, scientific argumentation accompanied with the credibility evaluation about the justification process of scientific explanation and experiment results needs to be developed.

• 한국지구과학회:학술대회논문집
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• 2005.09a
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• pp.220-221
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• 2005

• Korean Journal of Logic
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• v.9 no.2
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• pp.117-175
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• 2006

이 논문은 매디가 왜 수학적 실재론을 포기하고 그녀 특유의 수학적 자연주의를 표방하게 되었는지를 탐구하려 한다. 이 문제에 관하여 널리 받아들여지고 있는 한 가설에 따르면, 매디의 입장 변화는 콰인-퍼트남 필수불가결성 논증을 비판하고 포기함으로써 야기되었다. 필자는 이 가설이 지닌 설득력을 인정하지만, 그것만으로는 실재론의 포기의 충분한 이유가 될 수 없다고 생각하며, 그 대신 과학과 수학의 유비 문제가 매디의 입장 변화를 이해하는 데 더 나은 조망을 제공한다는 점을 보여주고자 한다. 이를 위해서는 콰인과 괴델에 크게 빚졌던 실재론자 시절 매디의 사유가 얼마만큼 수학과 과학의 유비에 지배되었는지를 살펴보아야 하는 동시에, 왜 매디가 이 유비를 포기함으로써 실재론을 포기하게 되는지를 이해하여야 한다. 아울러 이 유비의 포기에 대한 다소의 비판적 검토를 통해 매디의 수학적 존재론의 지적 여정을 왜 필자가 존재론적 퇴보라 믿는지에 대한 몇 가지 이유가 시사될 것이다.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.2
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• pp.161-172
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• 2017

The purpose of this study is to characterize students' conceptions on causes of the phases of the moon. For this purpose, students were given a worksheet for argumentative writing activity where in they need to choose the right answer between five statements and provide reasonable evidences about causes of the phases of the moon. Written arguments collected were used as analysis data and TAP(Toulmin's argument pattern) including conceptual analysis of TAP elements were utilized to figure out logical structures and subordinate conceptions. The result showed that students had various alternative concepts about causes of the phases of the moon and associated with celestial. Also 70.5% of subjects had incomplete argument structures, and error types of concepts had difference according to types of alternative concepts as well as TAP. These results mean that importance of checking students' preconceptions, need of scientific argumentation, and appropriate instructional strategies considering alternative conception types and fallacy types that students had.