• Title/Summary/Keyword: Toulmin's Argument Frame

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The Patterns and the Characteristics of Students’ Interactive Argumentation in the Small-group Discussions (소집단 토론에서 발생하는 학생들의 상호작용적 논증 유형 및 특징)

  • 이선경
    • 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.

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.