Journal of the Korean Chemical Society (대한화학회지)

Korean Chemical Society (대한화학회)
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The Effects of Argument-Based Inquiry Activities On Elementary School Students' Claims and Evidence in Science Writing

논의기반 탐구활동이 초등학생의 과학 글쓰기에 나타나는 주장과 증거에 미치는 영향

  • Park, Jiaeng (Department of Chemistry Education, Pusan National University) ;
  • Jung, Dojun (Department of Chemistry Education, Pusan National University) ;
  • Kim, Geonu (Department of Chemistry Education, Pusan National University) ;
  • Jun, Jaekyoung (Department of Chemistry Education, Pusan National University) ;
  • Nam, Jeonghee (Department of Chemistry Education, Pusan National University)
  • 박지앵 (부산대학교 화학교육과) ;
  • 정도준 (부산대학교 화학교육과) ;
  • 김건우 (부산대학교 화학교육과) ;
  • 전재경 (부산대학교 화학교육과) ;
  • 남정희 (부산대학교 화학교육과)
  • Received : 2020.06.10
  • Accepted : 2020.08.17
  • Published : 2020.12.20
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Abstract

The purpose of this study was to examine the effects of Argument-based Inquiry activities on the claims and evidence in elementary students' science writing. Participants were thirty three fifth grade elementary school students and argument-based inquiry activities on five topics were implemented. We analyzed the Summary Writing samples written by students to investigate the effect of the Argument-based inquiry activities on elementary students' claims and evidence in their science writing, and also analyzed the writing samples of the experimental group to which the Argument-based inquiry activities were implemented, to examine the change of claims and evidence. The results of this study showed that the mean of experimental group was significantly higher than that of the comparison group. As a result of analyzing claims and evidence in Summary Writing of experimental group, the level of claim and evidence has tended to increase gradually as the number of classes progresses.

이 연구는 논의기반 탐구 과학수업이 초등학생의 과학 글쓰기에서 나타나는 주장과 증거에 미치는 영향을 알아보는 것을 목적으로 하였다. 이를 위해 광역시 소재의 초등학교 5학년 2개 학급의 학생(33명)을 대상으로 5개 주제의 논의기반 탐구 과학수업을 적용하였다. 논의기반 탐구 과학수업이 과학 글쓰기의 주장과 증거에 미치는 영향을 알아보기 위해 학생들이 작성한 과학 글쓰기를 분석하였으며, 논의수업을 적용한 실험집단의 5개의 주제에 대한 활동지의 과학 글쓰기를 분석하여 주장과 증거의 변화를 알아보았다. 과학 글쓰기 분석 결과, 과학 글쓰기에서 실험집단의 평균이 비교집단보다 유의미하게 높았다. 실험집단의 과학 글쓰기에서 나타나는 주장과 증거 분석 결과, 수업의 횟수가 거듭됨에 따라 주장과 증거의 수준이 점차 증가하는 경향이 나타났다.

Keywords

Acknowledgement

이 논문은 부산대학교 기본연구지원사업(2년)에 의하여 연구되었음.

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