Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)

The Korean Elementary Science Education Society (한국초등과학교육학회)
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Effects of Scientific Argumentation on Argument Tasks with Incorrect Alternative Ideas in Elementary Science Classes

오류 상황을 포함하는 논증 과제 제시를 통한 초등 과학수업의 효과 및 특징

  • Received : 2014.02.10
  • Accepted : 2014.02.26
  • Published : 2014.02.28
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Abstract

The purpose of this study was to investigate the effect of scientific argumentation on argument tasks with incorrect alternative ideas in elementary science classes. The subjects were 41 fourth graders of 2 classes in an elementary school. In the experimental group, argument tasks with pictures including incorrect alternative ideas were suggested in order to facilitate argumentation. Students were asked to perform argumentation with the component of claim, evidence, and reasoning. In the control group, textbook-based traditional instruction was used. The results showed that scientific argumentation activities on argument tasks with incorrect alternative ideas had positive effects on students' science achievement and science-related affective domains. The analyses of students' argumentation revealed that argument tasks with incorrect alternative ideas could facilitate students' participation and exposure of their preconceptions. It also led students to find and connect evidence to support their claims. In some cases, students had difficulty in making appropriate argumentation because of unclear experimental data and/or invalid reasoning. Educational implications were discussed.

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