• Korean Educational Research Journal
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• v.38 no.2
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• pp.109-125
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• 2017

The purpose of this study was to examine how group argumentations mediated individual arguments by analyzing physics teachers' group argumentation and individual follow-up written arguments. Five in-service physics teachers participated in this study, two middle school and three high school teachers. The topics of argumentation included physics topics and pedagogy of them. Findings showed that the teachers constructed much more elaborated individual written arguments than group argumentation, which seemed to be resulted from different perceptions of teachers' verbal and written argumentations. Also, in their written arguments the teachers selectively utilized their colleagues' ideas shared during group argumentation. Lastly, teachers' argumentation showed different features between topics of physics and physics pedagogy. These differences were related to their orientations toward argumentation about content knowledge and teaching. These findings shed light on a productive physics teacher professional development in argumentation.

• Journal of Science Education
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• v.33 no.1
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• pp.1-11
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• 2009

The purpose of this study was to investigate how the argumentations were affected by the students' characteristics in the small groups. The level of self-concept and science related attitude were examined to the eleventh grade high school students in Daejeon city, and the twelve students were participated for this study. The participants were divided into homogeneous groups and heterogeneous groups. The argumentations under the condition of the interpretations about the experimental results in each small group were recorded by VCR. The recorded data were transcribed, then argumentation levels from transcripts in each small group were analyzed through Mitchell's parameters of argumentation. The results of this study were that the group which had higher level of both self-concept and science related attitudes achieved higher level of argumentation. Therefore, it is necessary for teachers to induce students to ask questions and present activities appropriately in order for those who have low self concept and science related attitudes to participate in argumentation.

• School Mathematics
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• v.18 no.1
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• pp.85-103
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• 2016

This study was to find characteristics of argumentation derived from a discourse in a math-gifted 5 grade class, which was held for finding a Pick's formula using Geoboard function of TI-73 calculator. For the analysis, a video record of the class, transcript of its voice record, and activity paper were used as data and Toulmin's argument schemes were applied as analysis standard. As a result of the study, we found that the graphing calculator helped the students to create an experimental environment that graphing a grid-polygon and figuring out its area. Furthermore, it also provided a basic demonstration through 'data->claim' composition and reasoning activities which consisted of guarantee, warrant, backing, qualifier and refutal for justifying. The basic argumentation during the process of deriving the Pick's theorem by the numbers of boundary points and inner points was developed into a 'collective argumentation' while a teacher took a role of a conductor of the argumentation and an authorizer on the knowledge at the same time.

• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.919-929
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• 2015

This study aims to develop a modeling-based learning program about geologic structures and to reveal the relationship between the argumentation patterns and levels of students' mental models. Participants included 126 second grade high school students in four sessions of modeling-based learning regarding continental drift, oceanic ridges, transform faults, and characteristics of faults. A modeling-based learning program was implemented in two classes of the experimental group, and teacher-centered traditional classes were carried out for the other students in the comparison group. Science achievement scores and the distribution of students' mental models in experimental and comparison groups were quantitatively compared. The video-taped transcripts of five teams' argumentation were qualitatively analyzed based on the analytic framework developed in the study. The analytic framework for coding students' argumentation in the modeling-based learning was composed of five components of TAP and the corresponding components containing alternative concepts. The results suggest that the frequencies of causal two-dimensional model and cubic model were high in the experimental group, while the frequencies of simple two-dimensional model and simple cross sectional model were high in the comparison group. The higher the frequency of claims, an argumentation pattern was proven successful, and the level of mental model was higher. After the rebuttal was suggested, students observed the model again and claimed again according to new data. Therefore, the model could be confirmed as having a positive impact on students' argumentation process.

• Journal of The Korean Association For Science Education
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• v.36 no.5
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• pp.757-768
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• 2016

This study developed an SSI (Socio-Scientific Issue) discussion program that applies a creative technique called six thinking hats, and then investigated the differences in argumentation patterns and effects on the decision-making abilities of each character feature of students between SNS debate and existing face to face debate. There were three SSI themes - Designer Babies, embryonic stem cell study, and legitimacy of abortion. Students were divided into two groups, the debate group using SNS and face to face debate group. The character patterns of students were divided to 'extraversion,' 'agreeableness,' and 'conscientiousness' through test sheets for character features for each student. Both groups were educated for creative discussion methods using six thinking hats and then, the class progressed. As a result of analyzing argumentation patterns used in SNS debate and face to face debate, the most used argumentation pattern was the "cause pattern." But comparing to face to face debate, other patterns (mark, inference, authority, motive) were also used in SNS debate. The study analyzed three factors of decision-making ability for each character feature of students such as complexity, perspectives, and inquiry. As a result, for 'complexity' factor, there was a significant difference between SNS debate group and face to face debate group only in the student group of Agreeableness. For 'perspectives' factor, there were significant differences between SNS debate group and face to face debate group in all three characters. Finally, for inquiry, there were no significant differences between SNS debate group and face to face debate group in all three characters. Accordingly it would be necessary to apply SNS debate using the six thinking hats in SSI education to enhance perspectives.

• Journal of The Korean Association For Science Education
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• v.30 no.4
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• pp.402-411
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• 2010

The purposes of this study are to analyze an argumentation between an astronomers group and a counter astronomers group that have concluded different results by using the same methods and to find an implication for applying to school science. For this study, two science research papers, which have been interpreted differently, were selected and analyzed in spite of observing same area in Titan and using same data process method. Their key issues are involved in interpretation and explanation, and the credibility of observed data. From this result, scientific argumentation accompanied with the credibility evaluation about the justification process of scientific explanation and experiment results needs to be developed.

• Journal of Educational Research in Mathematics
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• v.18 no.4
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• pp.455-467
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• 2008

We need to reflect the establishment of meaning and level of 'proof and argumentation in middle school mathematics'. It should be considered as human activity through communication in community. Thus, we should design instruction from this standpoint. From this point of view, we had been operated 'Geometry Inquiry Class' aimed at middle school students in eighth grade for two years to improve current geometry class in middle school. In this study, we will observe how individual students' original proof schemes are developed and accepted to the class through the process of mutual negotiation between the teacher and students. The episode with four phases begins with the initial proof schemes students have offered. Through the negotiation of class participants, it gives birth to the proof scheme unique to the current geometry classroom. Why do we pay attention to the process? It is because we think that the value of this type of instruction lies in the process of communication and mutual understanding and mutual reference, not in the completeness of the final product. This is the very appropriate proof in the middle school mathematics classroom.