• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.604-624
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• 2012

This study aims to design a framework for analyzing group argumentation in terms of participants' interaction. Regarding the current group argumentation setting as argumentation on socio-scientific issues within participants who have had limited experience on group argumentation, the analytical framework was designed to explain (1) what was each participant's role on group argumentation, (2) how these roles were changed within each time of argumentation, and (3) how the patterns of interaction were changed through seven times of a series of argumentation on socio-scientific issues. Based on the literature review on analytical framework of argumentation in science education including the works on the structure of argumentation, the discourse formation through interaction, and the linguistic approach on participants' interaction, the current research framework was built. Showing the results of applying the designed framework on group argumentation as an example, strength of using the current designed framework was discussed.

• The Korean Journal of Archival Studies
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• no.52
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• pp.59-117
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• 2017

This study aims to logically investigate the changing interpretation and implementation of the principle of provenance by using an argument model for discourse analysis. First, it divides the history of discourses on the principle from the Dutch Manual publication of 1989 up to the present into four areas, which includes establishing, diffusing, transforming, and expanding or deconstructing, and articulates the core discourses of each. Second, it designs the argument model for analyzing the discourses on the principle by applying Toulmin's argument model and Dunn's policy argument model. Third, it selects the articles and books that cover the core discourses of the principle, and analyzes their contents in consideration of the argument model. Fourth and finally, it presents four argument models corresponding to each area of the discourses.