• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.201-209
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• 2012

This study aims to explore patterns and characteristics of coordination between evidence and theories which were found in pre-service elementary teachers' writing for their science inquiry. Five science inquiry activities and a total of 115 writings of the participant teacher at the elementary teacher preparation university in Korea were collected and analyzed for this study. Based on the writing analyses there were found four types of coordination between the evidence and theory. We proposed four types as: Type 1-Consistency of evidence and theory; Type 2-Consistence of evidence and theory including more extension or elaboration of theory; Type 3-Inconsistence of evidence and theory Type 4-Inconsistence of evidence and theory followed by coordination of them. Firstly the findings indicated that the most to least frequent types were Type 1, Type 3, Type 2, and Type 4. The most frequent type was Type 1. It is interpreted that theory in the inquiry questions were frequently figured out by participants and they selected supporting evidence out of data found. There were rarely found relations between activity topics and frequencies of coordination types except in activity 1. The findings in this study will connect to the point of how students collaborate their previously owned knowledge with experiment planning, data analysis and interpretation and making of their own scientific claims.

• Journal of the Korean Chemical Society
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• v.62 no.3
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• pp.203-213
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• 2018

The purpose of this study was to investigate the impact of student assessment activities on claim and evidence formation in argument-based inquiry (ABI) for high school students. The participants of the study were 166 grade 10 students from six different classes in the same high school. The experimental group (84 students) was taught Argument-Based Inquiry with students' self and peer assessment activities. The comparative group (82 students) was taught without the activities. Over one semester students participated in five ABI programs that we developed. According to the analysis of the claim and evidence from groups, the experimental group had a significantly higher mean score than the comparative group. The result of analysis of students' assessment in the experimental group, the frequency about accurate and sufficient evidence revealed to be high and students assessed whether peers' claims fit with the evidence and whether peers' explanations of the evidence's validity was sufficient. Students' answers in the survey and interviews showed that the students though they could improve the accuracy of their ideas, appropriateness of their evidence, and the method of presenting evidence based on the assessment results.

• Journal of The Korean Association For Science Education
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• v.34 no.8
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• pp.787-794
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• 2014

The purpose of this study was to examine the science writing and perception of students who experienced the argument-based claim and evidence writing approach. One hundred and eight grade 11 students were assigned to an experimental group, while 99 grade 12 students were assigned to a comparative group in their earth science classes. Students' science writings on two science topics were scored using an analytic rubric developed in this study. The comparison of experimental and comparative groups in science writing was carried out using an independent two samples t-test. Students' perception on the instruction was examined using an open-ended survey. Science writing by the experimental group scored significantly higher than that by the comparative group, except for the big idea of 'green energy'. For six concepts in 'green energy' and four concepts in 'plate tectonics, there were more students in the experimental group than the comparative group who indicated them in their science writing. Students' perception on the instruction was positive in that they mentioned planning and conducting inquiry, citing of claims and evidence, and developing inquiry questions were helpful in science learning. The results of this study imply that the argument-based claim and evidence writing approach should be implemented in science classrooms for students to develop a conceptual framework for science.

• Journal of Science Education
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• v.41 no.3
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• pp.426-446
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• 2017

The purpose of this study was to analyze undergraduate students' reasoning for solving a problem about a rock and investigate the roles and importance of critical evidence (CE) and critical resource models (CRMs) in abductive reasoning. Participants were 20 senior undergraduate students enrolled in a science major course in a university of education. They were asked to abductively infer geologic processes of sedimentary rocks having a lot of holes and represent them with models. Their reasoning were analyzed according to a scheme for modeling-based abductive reasoning. As a result, successful student reasoning was characterized by using a diversity of grains and lots of holes as CE, activating the sedimentary rock formation and weathering as CRMs, and combining the CRMs into a scientifically sound explanatory model (SSEM). By contrast, in the reasoning unsuccessful in proposing a SSEM, students activated the igneous rock (basalt) formation and deposition as resource models (RMs) based on the evidence of the holes in the rocks and diverse grains, respectively, and used the RMs to construct their own explanatory models (EMs). It was suggested that to construct SSEMs to solve earth scientific problems about rocks, students need to know what could be CE in a particular problem situation, take an integrative or systemic approach to a rock problem, use multiple RMs, and evaluate RMs or EMs in light of evidence.

• Economic and Environmental Geology
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• v.40 no.5
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• pp.705-711
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• 2007

We should treat carefully the one related to human rights among a large number of decision-making in our daily lives. As it is necessary to obtain physical evidences in the process of criminal investigation for solving a certain crime based on the principle of evidence, it leads to an increase in demand for forensic science and forensic geology. Forensic geology could be regarded as a fusion discipline of geology and forensic investigation and it is principally concerned to the study on the connection of a suspect and a crime scene with soil evidence which could be experimented using geological data and methods. So these results could be used as valuable information in a court. After its academic foundation has been builded since the last 1970s, its research objects have been expanded from soil evidence like rocks, minerals, soils, sediments to sociocultural, political, military and medical objects like ancient relics, mines, corpses. Its role is expanded from the simple finding of a particular location to the examination of archaeological theories and historical facts, the testimony of the cause of environmental pollution and the chronic demonstration of geological distribution of plants and anthropological origination. And these bring this discipline promptly to accept developed geological methodologies and to satisfy various forensic geological needs. Specialized forensic investigation institutes work actively for the R&D activities of forensic geology. In Korea, national institute of scientific investigation works a small part of forensic geological activities in total activities of forensic investigation. In conclusion, we concern to the importance of systematic discussion of building in proper position of forensic geology through its R&D methods, application cases of its performance and etc. based on geological characteristics in our country by a specialized geoscience institute.

• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.495-505
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• 2008

The purpose of this study was to analyze the level of evidence used in gifted elementary students' argumentation. The subjects were 15, 5th and 6th grade students selected in the Science Education Institute for Gifted Youth in K University. After the argumentation task was given to students 2 weeks ago, the students grouped themselves in the affirmative and negative and took part in a debate for 2 hours. Their argumentation process was observed, recorded and transcribed for analysis. Transcribed data was given a Protocol Number according to priority and was examined to find out what were the characteristics when students participated in the task. The evidence used in argumentation was graded from level 1 to level 6 according to Perella's Hierarchy of Evidence and the rate of frequency classified by the level was expressed in graph. Students used Level 1- Level 2 evidence above 50% without for or against task. They had weak argumentation making use of low-level evidence such as individual experience, opinion and another person's experience rather than objective evidences. On the other hand, students commented on the lack of opponent's evidence when they could not trust an opponent's evidence. If one team asked the other to present more evidence but could not, they disregarded the question and turned to another topic. And in cases where the opponent team refuted with evidences of high level, the other team just repeated their claim or evaded the rebuttal. The students tended to complete the argument without the same conclusions with some interruptions. The results show that we need an educational programs including scientific argumentation for science-gifted elementary school students.

• Journal of the Korean earth science society
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• v.42 no.1
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• pp.118-131
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• 2021

The purpose of this study was to investigate the characteristics of evidence-based reasoning practiced by middle school gifted students. Data were collected through an online task in which middle school students in gifted education institutes of a university located in the metropolitan area, Korea, performed inquiry about the shape of a planet's orbit. The students were given data of Mercury's greatest elongations and asked to draw the planet's orbit with the data. Each of the students was also asked to provide his or her hypothesis of Mercury's orbit before the drawing and to reason about the orbit again using his or her own drawing as evidence. The content analysis of the students' reports revealed 5 different types of judgement about the shape of Mercury's orbit, 4 types of reasoning about the hypothesis and evidence, and the characteristics of evidence-based reasoning within the judgement types. Based upon the analysis results, the importance of proper interpretations of evidence in evidence-based reasoning, the core role of the theory-evidence coordination, and the usefulness of working with multiple hypotheses were discussed. In addition, implications for earth science education were suggested.

• Journal of The Korean Association For Science Education
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• v.31 no.1
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• pp.128-142
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• 2011

The goal of this study was to investigate how hypotheses were elaborated after their initial appearances in the context of scientific problem solving. Data were collected from a class in which preservice elementary school teachers in groups carried out abductive inquiry of earth science. The analysis revealed two major processes of hypothesis elaboration: theory-driven and evidence-driven. The theory-driven process was in turn distinguished into two kinds of subprocesses: one is in pursuit of internal coherence and the other external coherence. The evidencedriven elaboration also had two subprocesses, which were triggered by direct evidence and indirect or analogical evidence, respectively. In addition, hypotheses were more often than not modified by a wrong theory or evidence whether it was driven by a theory or evidence. Implications for science education and related research were discussed.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.93-105
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• 2022

This study investigated the aspects of how three preservice elementary school teachers conducted the data-text transforming discourses in their science simulation teaching and how their epistemological conversations worked for learners' construction of scientific knowledge. Three preservice teachers, who had presented simulation teaching on the seasonal change of constellations, participated in the study. The results revealed that one preservice teacher, who had implemented the transforming discourses of data-to-evidence and model-to-explanation, appeared to facilitate learners' knowledge construction. The other two preservice teachers had difficulty helping learners construct science knowledge due to their lack of transforming discourses. What we should consider for improving preservice elementary school teachers' teaching competencies was discussed based on a detailed comparison of three cases of preservice teachers' data-text transforming.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2010.04a
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• pp.422-427
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• 2010

The judgement of 'Koreon Maritime Safety Tribunal'(KMST) influences criminal/civil trials, and thus the judgement must be decided very carefully. The Judge must bear in mind the Principle of Free Evaluation of Evidence is restricted by the admissibility of evidence, in dubio proreo and others. Also, empirical role must be used very carefully with strict proof. Therefore the reasons of the proof shall be expressed on the adjudication.