• Title/Summary/Keyword: 논증구조

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Exploring Preservice Teachers' Science PCK and the Role of Argumentation Structure as a Pedagogical Reasoning Tool (교수적 추론 도구로서 논증구조를 활용한 과학과 예비교사들의 가족유사성 PCK 특성 탐색)

  • Youngsun Kwak
    • Journal of the Korean Society of Earth Science Education
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    • v.16 no.1
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    • pp.56-71
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    • 2023
  • The purpose of this study is to explore the role and effectiveness of argumentation structure and the developmental characteristics of science PCK with Earth science preservice teachers who used argumentation structure as a pedagogical reasoning tool. Since teachers demonstrate PCK in a series of pedagogical reasoning processes using argumentation structures, we explored the characteristics of future-oriented family resemblance-PCK shown by preservice science teachers using argumentation structures. At the end of the semester, we conducted in-depth interviews with 15 earth science preservice teachers who had experienced lesson design and teaching practice using the argumentation structure. Qualitative analysis including a semantic network analysis was conducted based on the in-depth interview to analyze the characteristics of preservice teachers' family resemblance-PCK. Results include that preservice teachers organized their classes systematically by applying the argumentation structure, and structured classes by differentiating argumentation elements from facts to conclusions. Regarding the characteristics of each component of the argumentation structure, preservice teachers had difficulty finding warrant, rebuttal, and qualifier. The area of PCK most affected by the argumentation structure is the science teaching practice, and preservice teachers emphasized the selection of a instructional model suitable for lesson content, the use of various teaching methods and inquiry activities to persuade lesson content, and developing of data literacy and digital competency. Discussed in the conclusion are the potential and usability of argument structure as a pedagogical reasoning tool, the possibility of developing science inquiry and reasoning competency of secondary school students who experience science classes using argumentation structure, and the need for developing a teacher education protocol using argumentation structure as a pedagogical reasoning tool.

Analysis of Argumentation Levels in Preservice Earth Science Teachers, Lesson Plans (예비 지구과학 교사의 교수학습지도안에 나타난 논증 수준 분석)

  • Park, Won-Mi;Kwak, Youngsun
    • Journal of the Korean Society of Earth Science Education
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    • v.14 no.2
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    • pp.123-135
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    • 2021
  • In this study, we apply a lesson design process using an argumentation structure to preservice earth science teachers and analyzed argumentation levels displayed in the lesson plans written by preservice teachers in the process. As a result of the study, the preservice teachers designed a logically structured lesson by reflecting more argumentation components in the final lesson plan than the first one. In addition, in the case of lesson topics in which all argumentation elements were not explicitly presented in textbooks or curriculum, preservice teachers could not clearly reflect some argumentation components in the lesson plan. The conclusions and implications based on the results are as follows: First, it is necessary to use the argumentation structure as a tool to design logical science lessons, considering that argumentation levels of lesson plans written by preservice science teachers were improved by using argumentation structures in instructional design. Next, it is necessary to cultivate the preservice science teacher's ability to reconstruct the curriculum for science lesson design using the argumentation structure since argumentation levels of lesson plans written by preservice science teachers were limited to the argumentation components presented in the textbook and curriculum. Additionally, it is necessary to develop and apply a preservice teacher education program that uses the argumentation structure in the context of actual teaching activities so that preservice science teachers can not only understand argumentation but also improve their class expertise.

An Analysis of Science Writing by High School Students through the Argumentation Structure Instruction: Focus on Writing tasks Based on Genres of Science Writing (논증 구조 교육을 통한 고등학교 학생들의 과학 글쓰기 분석: 과학 글쓰기 장르에 따른 글쓰기 과제를 중심으로)

  • Park, Jeong-Eun;Yu, Eun-Jeong;Lee, Sun-Kyung;Kim, Chan-Jong
    • Journal of The Korean Association For Science Education
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    • v.29 no.8
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    • pp.824-827
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    • 2009
  • The purpose of this study was to demonstrate the changes in structure and contents of different functional genre of science writing during high school using the argumentation structure. For this thesis, seven students of a girls' high school in the national capital region took the argumentation structure instruction for 40 hours for a month. As a result, considerable changes had occurred amid the Explanation genre, the Experiment-recount genre and the Exposition genre. In the Explanation genre and the Experiment-recount genre, noticeable progress had been made in the usage of the argumentation elements and scientific concepts and knowledge evolved in a more rarified and detailed manner. In the Exposition genre, argumentation structure had changed from the simple argumentation structure to the subordination or the multiplex argumentation structure. Simultaneously, it was affirmed that the types and number of the argumentation elements increased significantly along with enlargement of respective scientific concepts and knowledge. Hence, this implies students can determine their understanding of scientific facts and contents during the progress of developing the argumentation structure. It is necessary that students take the well-organized argumentation structure instruction.

Suggestion of the Scientific Argumentation PCK Developmental Model for Preservice Earth Science Teachers through an Instructional Design Program Using Argumentation Structures (논증구조 수업설계 프로그램을 통한 예비 지구과학 교사의 과학논증 PCK 발달 모델 제안)

  • Park, Won-Mi;Kwak, Youngsun
    • Journal of the Korean Society of Earth Science Education
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    • v.15 no.1
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    • pp.76-90
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    • 2022
  • In this study, after applying the argument structure class design program for 20 preservice earth science teachers, we conducted individual in-depth interviews, analyzed the data, and derived a scientific argumentation PCK development model. The scientific argumentation PCK development model consists of three dimensions: Scientific argumentation PCK, PCK ecosystem, and reflective practice. Scientific argumentation PCK is demonstrated in the process of designing or executing classes using argumentation structures as an instructional reasoning tool. PCK ecosystem, consisting of the existing conventional PCK components, is a dimension surrounding the scientific argumentation PCK, and these two dimensions develop by interacting with each other. Reflective practice regulates each dimension and develops it in various ways by mediating the two dimensions of the scientific argumentation PCK and the PCK ecosystem. The conclusions drawn based on the results are as follows: First, preservice science teachers can demonstrate scientific argumentation PCK in the process of design and implementation of lessons using argumentation structures as a pedagogical reasoning tool. Second, it is necessary to develop the PCK for pedagogical reasoning tools such as scientific argumentation PCK in advance for the development of science teachers' PCK, since the scientific argumentation PCK can develop various components of the PCK ecosystem. Finally, it is necessary to use scientific argumentation PCK to support the preservice teacher's reflective practice, seeing that the scientific argumentation PCK promotes the development of PCK ecosystem components by inducing reflective practice.

Exploring the Structure and the Content of Chemistry Teacher's Explanations on Gases unit of ChemistryI from the Perspective of 'Persuasion' ('설득'의 관점에서 화학I의 공기 단원에 대한 화학 교사 설명의 구조와 내용 탐색)

  • Ko, Ki-Hwan;Lee, Sun-Kyung
    • Journal of the Korean Chemical Society
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    • v.54 no.5
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    • pp.611-620
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    • 2010
  • The purpose of this study was to explore the structure and content of chemistry teacher's explanations from the perspective of 'persuasion'. Especially, this study was to explore how the argument structure and the conceptual change constructs in chemistry teachers' explanations were established and interacted. Data were collected from chemistryI classes considering the gas unit which includes kinetic theory of gas, Graham's law, Boyle's law, and Charles' law. The classes were vediotaped and transcribed. The transcriptions were analyzed with Toulmin's argument frame and the two constructs of conceptual change model; the conceptual ecology and the status of a conception to interpret the persuasive structure and content of the teacher's explanations. As the results of this study, four explanatory discourses which show various persuasive explanations in chemistry classes. Based on this results, discussion and implications for effective teachers' explanations in chemistry classes were presented.

Analysis of Rebuttals in the Argument Structure of Learning Contents in Lesson Plans of Earth Science Preservice Teachers (지구과학 예비교사가 설계한 수업내용의 논증구조에 나타난 반박 분석)

  • Park, Won-Mi
    • Journal of the Korean Society of Earth Science Education
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    • v.13 no.3
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    • pp.238-252
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    • 2020
  • In this study, we analyzed the types of rebuttals in the argument structure of learning contents in lesson plans constructed by Earth science preservice teachers, and then we explored examples of how they responded to resolving the rebuttal. As a result of analyzing preservice teachers' assignments, discussions, and interviews collected during a total of 20 hours of classes and group discussions for 5 weeks, all 5 types of rebuttals suggested by Verheij (2005) were identified. Through the data analysis, a total of 18 rebuttal cases derived, and these cases were classified into 3 types according to how preservice teachers solve the rebuttals in class. The conclusions and implications based on the results are as follows: First, this study provided empirical data that the thinking process of validating core elements of argumentation and processes of argumentation is actively taking place in preservice teachers' lesson planning using the argument structure, and expanded the scope of application of argumentation in science education research. Second, the argument structure of learning contents should be used to help teachers to come up with strategies to induce students' curiosity and devotion to learn science contents. Third, preservice teachers should have the opportunity to think about the nature of science, including the variability and uncertainty of scientific knowledge when they discover rebuttals and develop solutions to them. Based on these conclusions, implications and suggestions for science education and further research were suggested.

An Analysis of Pre-Service Science Teachers' Argument Structures, the Factors Affecting the Practice of State Change Experiment in 7th Grade and Cognition of Pre-Service Education (중학교 1학년 상태변화 실험수행과정에서 나타난 예비과학교사의 논증구조 및 이에 영향을 미치는 요인과 예비교사교육에 대한 인식 분석)

  • Paik, Seoung Hye;Son, Su Hee
    • Journal of The Korean Association For Science Education
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    • v.34 no.3
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    • pp.197-206
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    • 2014
  • The purpose of this study is to research pre-service chemistry teachers' inquiry ability and perception on inquiry by analyzing their argument structure. Nine graduating senior students have participated in this study. They have experimented with mass change during state change, which is included in 7th grade science textbook. We have analyzed pre-service teachers' experimental reports using Toulmin's argument model. Also, we have researched their views on science and experiments through questionnaires and semi-structured interviews. As results show, various factors have affected pre-services' argument structures; lack of science knowledge and inquiry ability, belief about error, and additive data. This study shows that pre-service teachers' inquiry abilities is insufficient, and it is necessary to review rearrangement of pre-service science teacher curriculum in order to offer inquiry experiments in teacher education program.

Methodological Review of the Research on Argumentative Discourse Focused on Analyzing Collaborative Construction and Epistemic Enactments of Argumentation (논증 담화 분석 연구의 방법론적 고찰: 논증활동의 협력적 구성과 인식적 실행의 분석을 중심으로)

  • Maeng, Seungho;Park, Young-Shin;Kim, Chan-Jong
    • Journal of The Korean Association For Science Education
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    • v.33 no.4
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    • pp.840-862
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    • 2013
  • This study undertook a methodological investigation on previous research that had proposed alternative methods for analyzing argumentative discourse in science classes in terms of collaborative construction and epistemic enactments of argumentation. The study also proposed a new way of analyzing argumentation discourse based on the achievements and limitations of previous research. The new method was applied to actual argumentation discourse episodes to examine its feasibility. For these purposes, we chose the studies employing Toulmin's argument layout, seeking for a method to analyze comprehensively the structure, content, and justification of arguments, or emphasizing evidence-based reasoning processes of argumentation discourse. In addition, we contrived an alternative method of analyzing argumentative discourse, Discourse Register on the Evidence-Explanation Continuum (DREEC), and applied DREEC to an argumentative discourse episode that occurred in an actual science classroom. The advanced methods of analyzing argumentative discourse used in previous research usually examined argument structure by the presence and absence of the elements of Toulmin's argument layout or its extension. Those methods, however, had some problems in describing and comparing the quality of argumentation based on the justification and epistemic enactments of the arguments, while they could analyze and compare argumentative discourse quantitatively. Also, those methods had limitations on showing participants' collaborative construction during the argumentative discourse. In contrast, DREEC could describe collaborative construction through the relationships between THEMEs and RHEMEs and the links of data, evidence, pattern, and explanation in the discourse, as well as the justification of arguments based on the flow of epistemic enactments of the argumentative discourse.

Development of an Analytical Framework for Dialogic Argumentation in the Context of Socioscientific Issues: Based on Discourse Clusters and Schemes (과학관련 사회쟁점(SSI) 맥락에서의 소집단 논증활동 분석틀 개발: 담화클러스터와 담화요소의 분석)

  • Ko, Yeonjoo;Choi, Yunhee;Lee, Hyunju
    • Journal of The Korean Association For Science Education
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    • v.35 no.3
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    • pp.509-521
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    • 2015
  • Argumentation is a social and collaborative dialogic process. A large number of researchers have focused on analyzing the structure of students' argumentation occurring in the scientific inquiry context, using the Toulmin's model of argument. Since SSI dialogic argumentation often presents distinctive features (e.g. interdisciplinary, controversial, value-laden, etc.), Toulmin's model would not fit into the context. Therefore, we attempted to develop an analytical framework for SSI dialogic argumentation by addressing the concepts of 'discourse clusters' and 'discourse schemes.' Discourse clusters indicated a series of utterances created for a similar dialogical purpose in the SSI contexts. Discourse schemes denoted meaningful discourse units that well represented the features of SSI reasoning. In this study, we presented six types of discourse clusters and 19 discourse schemes. We applied the framework to the data of students' group discourse on SSIs (e.g. euthanasia, nuclear energy, etc.) in order to verify its validity and applicability. The results indicate that the framework well explained the overall flow, dynamics, and features of students' discourse on SSI.

Claim-Evidence Pair Extraction Model using Hierarchical Label Embedding (계층적 레이블 임베딩을 이용한 주장-증거 쌍 추출 모델)

  • Yujin Sim;Damrin Kim;Tae-il Kim;Sung-won Choi;Harksoo Kim
    • Annual Conference on Human and Language Technology
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    • 2023.10a
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    • pp.474-478
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    • 2023
  • 논증 마이닝이란 비정형의 텍스트 데이터에서 논증 구조와 그 요소들을 식별, 분석, 추출하는 자연어 처리의 한 분야다. 논증 마이닝의 하위 작업인 주장-증거 쌍 추출은 주어진 문서에서 자동으로 주장과 증거 쌍을 추출하는 작업이다. 본 논문에서는 효과적인 주장-증거 쌍 추출을 위해, 문서 단위의 문맥 정보를 이용하고 주장과 증거 간의 종속성을 반영하기 위한 계층적 LAN 방법을 제안한다. 실험을 통해 서로의 정보를 활용하는 종속적인 구조가 독립적인 구조보다 우수함을 입증하였으며, 최종 제안 모델은 Macro F1을 기준으로 13.5%의 성능 향상을 보였다.

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