• Journal of the Korean Chemical Society
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• v.50 no.1
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• pp.79-88
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• 2006

study was to explore the patterns and the characteristics of students' interactive argumentation in the middle school science classes. The data were collected by observing and audiotaping the small-group discussions and the transcribed data were analyzed through the lens of Toulmin's argument frame. As the results, the three argumentation patterns, which could be combined different ideas with or without their warrants, were presented. In the first pattern, the argumentation including the claim and its warrant without any different ideas, the students argumentation did not have any conflict with each other in the discussions. In the second, the argumentation of different ideas without their warrants, the different ideas did not affect the claim. In the last, the argumentation of different ideas with their warrants, the students elaborated the claim through collaborative argumentation in search for the warrant. To understand and improve student discussions in the science classrooms, conclusion and implications were discussed based on the results.

• Journal of The Korean Association For Science Education
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• v.41 no.3
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• pp.203-220
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• 2021

We explored the performance improvement method of automated scoring for scientific argumentation. We analyzed the pattern of argumentation using automated scoring models. For this purpose, we assessed the level of argumentation for student's scientific discourses in classrooms. The dataset consists of four units of argumentation features and argumentation levels for episodes. We utilized argumentation clusters and n-gram to enhance automated scoring accuracy. We used the three supervised learning algorithms resulting in 33 automatic scoring models. As a result of automated scoring, we got a good scoring accuracy of 77.59% on average and up to 85.37%. In this process, we found that argumentation cluster patterns could enhance automated scoring performance accuracy. Then, we analyzed argumentation patterns using the model of decision tree and random forest. Our results were consistent with the previous research in which justification in coordination with claim and evidence determines scientific argumentation quality. Our research method suggests a novel approach for analyzing the quality of scientific argumentation in classrooms.

• The Bulletin of The Korean Astronomical Society
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• v.36 no.1
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• pp.79.2-79.2
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• 2011

대전국립중앙과학관의 천문영역 전시가 Booth et al(2008)의 논증을 기초로 한 과학철학 측면에서 얼마나 잘 부합되는지 확인하는 것이 이 연구의 목적이다. 과학관은 비형식 교육기관 중 하나이다. 과학관의 전시물들은 관람자들에게 정보를 전달하고, 관람자들은 전시물들을 통하여 지식을 탐구한다. 그러므로 교육적 상호작용을 뒷받침하는 이론적인 기준이 필요하다. Booth et al(2008)이 주장한 논증모형은 관람객의 심리적인 진행과정을 고려한 과학철학이다. 그렇기 때문에 과학관 전시에 Booth et al(2008)의 논증이 적용된다면, 관람객들은 전시물들이 의도한 지식을 스스로 탐구 할 수 있다. 김정엽(2011)은 Booth et al(2008)의 논증을 이용하여 과학관 천문영역 전시형태를 재구성하였고, 대학생들을 상대로 설문 조사와 SPSS 통계 분석을 수행하여, 재구성한 전시형태가 정보전달과 지식 탐구 관점에서 기존보다 더 설득력 있음을 보인 바 있다. 최근 대전국립중앙과학관은 천문영역 전시를 개선하였다. 그러므로 개선된 전시가 Booth et al(2008)의 논증을 기반으로 한 기준에 적합한지를 재분석할 필요가 있다. 분석 결과, 거시적인 전시형태는 이전에 비해 큰 변화를 보이지 않았으나, 미시적인 전시내용은 상당히 많은 부분에서 개선이 있음을 확인하였다. 그 자세한 분석 내용과 결과를 논의한다.

• Korean Journal of Logic
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• v.20 no.1
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• pp.21-67
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• 2017

In this paper, I critically examine Sartorio's (2006) argument for disjunctive cause, and put forth disjunctive causal structure in a different way. I show that the disjunctive causal structure meets not just what Sartorio means to claim but also our understanding of causal responsibility. First, I introduce Sartorio's argument for disjunctive cause. Second, I critically discuss Sartorio's responses to the criticisms of her arguments for disjunctive cause, and propose another problem with her arguments. Finally, I explicate in a different way Sartorio's disjunctive cause in terms of disjunctive causal structure founded on moderate variables, causal interaction, and probability trajectory. I notice, regarding the disjunctive causal structure, the role of causal interaction of cause events with moderate variables. I reveal, regarding the disjunctive causal structure, the significance of indetermination of cause events and effect events for our understanding of causal responsibility. I show that the disjunctive causal structure guides us more convincingly to assign causal responsibility to an agent. I come to three conclusions. First, there is no disjunctive cause event Sartorio argues for. Second, propensities of events to be causally connected to an effect event constitute disjunctive relation. Third, we should notice indetermination of cause events and effect events while assigning causal responsibility to an agent.

• The Bulletin of The Korean Astronomical Society
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• v.36 no.1
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• pp.79.1-79.1
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• 2011

비형식교육의 장인 과학관은 전시물과 그 전시물을 설명한 판넬 등을 통하여 교육적 기능을 담당한다. 비형식 교육의 중요성 때문에, 과학관 전시는 전시물과 내용이 관람자와 교감하고 상호작용해야 할 뿐만 아니라 관람자에게 설득적으로 구성될 필요가 있으며, 하나의 공간에서 학습과 휴식이 어우러지면서 즐거움을 제공할 수 있어야한다. 이러한 과학관 전시의 요구사항을 충족시키기 위하여 가장 우선적으로 도입할 수 있는 방법이 스토리텔링이다. 스토리텔링은 '이야기하다'로서 관람객들에게 흥미 유발의 기능을 가지며, 그 효과가 단순 나열식보다 훨씬 크다. 하지만 스토리텔링기법에도 지식과 정보량에 있어서는 단점이 있다. 이것을 보완하기 위한 한 방법으로 전시물 설명에 논증 기법의 도입이 대두되고 있다. 즉, 거시적인 관점에서는 스토리텔링을 이용한 하나의 스토리를 도입하는 한편, 미시적인 관점에서는 논증의 구조를 따른 설명문을 이용한다면, 관람객들에게 흥미와 함께 지식과 정보를 모두 줄 수 있다. 이 연구에서는 논증과 스토리텔링의 조화된 결합을 통해 과학관의 전시를 재배열하는 작업을 수행하였다. 거시적인 관점과 미시적인 관점에서의 점검기준으로 영국의 자연사 박물관과 국립과천과학관 자연사관 우주와 지구관의 전시물의 구조를 분석 하였다. 그 결과 영국의 자연사 박물관과는 달리 국립과천과학관의 전시물은 스토리 내용, 설명문의 내용, 체험위주의 전시물이 부족하였다. 따라서 현 과천과학관의 전시물에 대해 스토리텔링과 Booth 등(2008)과 Lawson(2003)의 논증과의 조화를 도입하는 것이 바람직하다.

• 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.

• 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.

• Journal of Science Education
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• v.33 no.1
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• pp.1-11
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• 2009

The purpose of this study was to investigate how the argumentations were affected by the students' characteristics in the small groups. The level of self-concept and science related attitude were examined to the eleventh grade high school students in Daejeon city, and the twelve students were participated for this study. The participants were divided into homogeneous groups and heterogeneous groups. The argumentations under the condition of the interpretations about the experimental results in each small group were recorded by VCR. The recorded data were transcribed, then argumentation levels from transcripts in each small group were analyzed through Mitchell's parameters of argumentation. The results of this study were that the group which had higher level of both self-concept and science related attitudes achieved higher level of argumentation. Therefore, it is necessary for teachers to induce students to ask questions and present activities appropriately in order for those who have low self concept and science related attitudes to participate in argumentation.

• 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.

• Proceedings of the Korea Multimedia Society Conference
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• 2000.11a
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• pp.428-431
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• 2000

웹 기반 교육은 웹을 수단으로 하여 지식을 생성·조직·전파하는 새로운 교육 방식으로 웹이 제공하는 상호작용성을 교육에 활용한다면 기존의 면대면 교육에서 부족했던 점을 보완할 수 있다. 본 논문에서는 웹을 수단으로 하는 웹 기반 교육의 학생 교수간 상호작용성을 활용하여 중학교 기하영역을 위한 웹 기반 코스웨어를 설계·구현하였다. 설계된 코스웨어는 기존의 독립형 컴퓨터를 기반으로 하는 멀티미디어 코스웨어의 한계성을 극복하고 학습자 중심의 능동적 참여 및 개별화 학습을 유도할 수 있는 장점을 지니며 중학 수학 교과 과정중 논증기하의 교수-학습효과를 극대화 할 수 있는 방안으로 평가된다.