• Journal of The Korean Association For Science Education
• /
• v.38 no.2
• /
• pp.219-234
• /
• 2018

In this study, we explored the possibility of automating the process of analyzing elements of scientific argument in the context of a Korean classroom. To gather training data, we collected 990 sentences from science education journals that illustrate the results of coding elements of argumentation according to Toulmin's argumentation structure framework. We extracted 483 sentences as a test data set from the transcription of students' discourse in scientific argumentation activities. The words and morphemes of each argument were analyzed using the Python 'KoNLPy' package and the 'Kkma' module for Korean Natural Language Processing. After constructing the 'argument-morpheme:class' matrix for 1,473 sentences, five machine learning techniques were applied to generate predictive models relating each sentences to the element of argument with which it corresponded. The accuracy of the predictive models was investigated by comparing them with the results of pre-coding by researchers and confirming the degree of agreement. The predictive model generated by the k-nearest neighbor algorithm (KNN) demonstrated the highest degree of agreement [54.04% (${\kappa}=0.22$)] when machine learning was performed with the consideration of morpheme of each sentence. The predictive model generated by the KNN exhibited higher agreement [55.07% (${\kappa}=0.24$)] when the coding results of the previous sentence were added to the prediction process. In addition, the results indicated importance of considering context of discourse by reflecting the codes of previous sentences to the analysis. The results have significance in that, it showed the possibility of automating the analysis of students' argumentation activities in Korean language by applying machine learning.

• Journal of Korean Elementary Science Education
• /
• v.43 no.3
• /
• pp.446-459
• /
• 2024

This study aims to examine the development and learning process of the argumentative abilities in elementary school students with regards to learning science. Toward this end, the SSI argumentation education program was implemented in conjunction with the science curriculum for sixth-grade students across 10 months. In this process, the scoring criteria in terms of formal and content aspects were developed and used to assess their argumentative text analysis and expression abilities. The results were as follows: First, the type of SSI influenced their ability to analyze argumentative texts. However, their formal and content aspects improved as learning progressed. Second, with regards to the formal aspect associated with the ability to express argumentative texts, reasons were initially most frequently cited. Over time, incorporating evidence to support these reasons and the use of rebuttal also increased. Third, in terms of content aspect, the level of use of all elements increased as learning progressed; however, level of acknowledgments and rebuttal elements exhibited a relatively slower progress. In summary, ability of the students to analyze and express argumentative texts improved as they increasingly gained experience in learning about argumentation. The study deduced that elementary school students can develop their argumentative abilities through appropriate learning support, such as teacher feedback, along with implementation of the SSI argumentation education program over an extended period. Based on these results, the study proposes the development of SSI materials and incorporation of SSI argumentative writing in the science curriculum.

• Journal of Korean Society of Rural Planning
• /
• v.11 no.4 s.29
• /
• pp.33-45
• /
• 2005

This study investigates the core elements of the formation and development of cluster using a multi-disciplinary approach and suggests a promoting strategy by development stage of cluster. As a sub-category of regional innovation system, the cluster has been considered as one of the most noticeable methodological argument to make the regional innovation system come true. In the meantime, this study examines the core elements of cluster shown in the theories and examples through six academic fields such as economics, geography, regional development, business administration, sociology and pedagogy and their educational back-ground. By means of establishing the incubation stage in the development of cluster, core elements are composed in the stages of birth, incubation and evolution in subsequent manner. A promoting strategy will be suggested through the implication of core elements in the reestablished stages.

• Journal of the Korean Society of Earth Science Education
• /
• v.13 no.3
• /
• pp.238-252
• /
• 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.

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

• Journal of Educational Research in Mathematics
• /
• v.27 no.4
• /
• pp.701-725
• /
• 2017

Students need to have opportunities to share their ideas with peers by taking part in the conversation voluntarily that is, by persuading others and reflecting the consequences. Recognizing the importance of this point, this study intended to examine students' argumentation occurring in the process of performing tasks in the math classroom. Also, it tried to explore the types of the argument that students used in the classroom and the reason why they employed them with a focus on 'rebuttal', which is one of the six elements of the argument scheme such as claim, data, warrent, backing, qualifiers, and rebuttal. The analysis of argumentation is based on the five argumentation schemes suggested by Verheij(2005). The experimental class was conducted twice a week with four participants who are third grade middle school students. In the argumentation class students were promoted to address two different kinds of geometrical tasks. After the second session of class, the researcher conducted the semi-structured interview. Accordingly, this study contributes to the existing research by making students to have concrete and active argumentation while obtaining the sound understanding of the argumentation.

• Journal of Astronomy and Space Sciences
• /
• v.23 no.1
• /
• pp.55-70
• /
• 2006

There are many astronomical records of comets in Korean history books. We collected those of the comet that appeared in the winter of the year 1664. These records were written in Daily Reports of the Royal Observatory on Astronomical Events (星變測候單子), Final Reports of the Royal Observatory on An Astronomical Events (天變謄錄), the Daily Records of the Royal Secretariat of the Joseon Dynasty (承政院日記), and the Chronicle of the Joseon Dynasty (朝鮮王朝實錄). We used the Olbers' method for determination of preliminary orbit of the comet, and compared the result with the previous researches. In the Oblers' method the orbit is assumed to be parabolic (e=1). We obtained the following orbital elements: perifocal distance q=1.07\pm0.008AU, perifocal passage time $T=2329165.50\pm0.72$ days, argument of the perifocus $\omega=318^{\circ}.2\pm2^{\circ}.29$, longitude of ascending node $\Omega=85^{\circ}.23\pm2^{\circ}53(J1665)$(J1665), inclination $i=160^{\circ}.28\pm1^{|circ}.56$.

• English Language & Literature Teaching
• /
• v.12 no.2
• /
• pp.107-125
• /
• 2006

This article reports some Korean EFL learners' cognitive tendencies drawn up from their responses to logical fallacies in the argument passages, and its pedagogical implications. The findings of experimental study show the meaningful disparities in three sets of judgment tests designed to identify and explicate faulty arguments: based on the three general types of fallacies using language, emotions, and distraction tactics, subjects on average gained the highest scores in the test questions with language-loaded fallacies and the lowest scores in those with emotion-based ones among the three different types; for this reason, the scores that subjects obtained in the test of distraction-loaded fallacious arguments fell in between the two poles. These discrepancies, mainly based on statistical inferences, support the possibility that the Korean EFL learners are most likely to be manipulated by emotions/distraction- loaded argument tactics than by language-based ones in the three types of fallacious arguments; and, they are least likely to be influenced by language-oriented trickeries. As a consequence, such variances in abilities to recognize the intrinsic elements of logical fallacies suggest some basic instructional approaches to critical reading of argumentative texts with due weights on the Korean EFL learners' culture-specific cognitive tendencies.

• Journal of Contemporary Eastern Asia
• /
• v.4 no.1
• /
• pp.1-7
• /
• 2005

In this paper uses Kaname Akamatsu's 'Flying Geese' model to analyse Japan's role in East Asian integration. Japan made the first attempt to lead Asian countries before the Second World War. At that time, the Japanese Government embarked on a brutally expansionist policy the result of which was creation of the first gaggle of 'flying geese' under the name of the 'Greater East Asia Co-Prosperity Sphere.' During the 'flight' Japan was forcefully imposing its own ideals and values on the rest of the 'gaggle.' At the same time, the Japanese Government assumed hostile attitude toward Western countries. Japan's defeat in the Second World War signified the end of flight for the first 'flying geese' gaggle. After the war, Japan made another attempt at regional integration. This time it was done through establishing a production network in East Asia. Thus the second gaggle of 'flying geese' came into existence. During the flight of the 'second gaggle' of geese, Japan was fostering good ties with Western countries as well, especially the United States. However, some leaders of the 'second gaggle's' member-countries emboldened by their countries' economic success proclaimed that future belongs to Asia and put forward the 'Asian values' argument. The Asian economic crisis of 1997 interrupted the flight of the 'second gaggle' and effectively put an end to the 'Asian values' debate. It is interesting to note that some elements of the 'Asian values' argument resembled ultranationalist discourse that had been dominant in Japan before and during the Second World War. This paper compares historical patterns of East Asian regional integration and highlights future challenges for Japan's Asia policy.

• Journal of the Korean Chemical Society
• /
• v.63 no.6
• /
• pp.459-472
• /
• 2019

The purpose of this study was to investigate the effect of science writing for different audiences on preservice chemistry teachers' chemistry concept understanding and modeling ability in general chemistry experiment activities using Argument-based Modeling (AbM) strategy. And we also examined preservice chemistry teachers' perceptions of modeling in different audience groups. The participants of the study were 18 university students in the first grade of preservice chemistry teachers taking a general chemistry experiment course. They completed eleven topics of general chemistry experiment using argument-based modeling strategy. The understanding of chemistry concept was compared with the effect size of pre- and post-chemistry concept test scores. To find out modeling ability, we analyzed level of model by each preservice chemistry teacher. Analytical framework for the modeling ability was composed of three elements, explanation, representation, and communication. The questionnaire was conducted to check up on preservice chemistry teacher's recognition of modeling. The result of analyzing the effect of modeling for different audience on the understanding of chemistry concept and modeling ability, the preservice chemistry teachers' were found to be more effective when the level of audience was low. There was no difference in the recognition of modeling between the groups for audience. However, we could confirm that the responses of preservice chemistry teachers are changed in concrete when they have an experience in succession on modeling.