• Journal of The Korean Association For Science Education
• /
• v.32 no.4
• /
• pp.717-728
• /
• 2012

The purpose of this study is to analyze the argumentation of gifted students in the perspective of rebuttal. Rebuttal is a significant indicator of argumentation quality; it is also an essential component for science learning through interaction. However, most previous research point out insufficient use of rebuttal in student's argumentation. The argumentation of 37 8th grade students, enrolled in institutes for the scientifically gifted in Seoul, are observed and recorded for 4 hours. The argumentation topic is about how to measure the brightness of the sun. Based on Verheij's (2005) five types of rebuttal patterns, the features of rebuttal are analyzed. It is found that students' argumentation include all of the five rebuttal types: rebuttal of the data, the claim, the warrant, warrant's applicability, and connection between data and claim. It is also found that these five types can be categorized in two groups. The first group consists of first three types and is characterized by the disagreement with the validity of what has been said. The second group consists of the last two types and is characterized by the suggestion or additional information for missing links in argumentation.

• Journal of The Korean Association For Science Education
• /
• v.37 no.1
• /
• pp.155-168
• /
• 2017

This study investigates how elementary students used cognitive-emotional rebuttals in the context of modeling activities, especially on how their emotional and cognitive processes lead them to use rebuttals in terms of epistemic affect. Twenty-five fifth grade elementary students participated in the study as part of their science class. During the course of their sixth periods, students constructed a human respiratory system model through continuous discussion. The research results showed that elementary students used an elaboration-oriented rebuttal, a defence-oriented rebuttal, and a blame-oriented rebuttal in their modeling activity. The elaboration-oriented rebuttal interspersed with negative epistemic affect was used to elaborate on a student's explanation, and a negative epistemic affect was elicited from their cognitive discrepancy. On the other hand, defence-oriented rebuttal and blame-oriented rebuttal entangled with negative epistemic affect were used to defeat the students rather than help rigor evaluation of students' explanation, and the negative epistemic affect was elicited from the other students' undesirable behavior. These results suggest that students' rebuttals can be elicited by epistemic dynamics related to the epistemic affect. The study shows that if negative epistemic affect were elicited from the other students' naive or false explanations, such an emotion is natural in terms of model construction, and the model can be further developed through the acceptance of the elaboration-oriented rebuttals by students' emotion regulation. In addition, we suggest that negative emotions aroused from the worsening of relationships during small group modeling activities are difficult to regulate and can have negative effects on students' cooperative model construction.

• Journal of Korean Elementary Science Education
• /
• v.33 no.1
• /
• pp.115-128
• /
• 2014

Students' argumentation during science inquiry should be regarded important as it could help students to make meaningful connections between theories and experiments and to make scientific claims based on evidences. In this study, elementary science-gifted students' argumentation during small group inquiry was analyzed according to inquiry process. There were three stages of argumentation during students' inquiry. The first argumentation was to predict what would happen(Prediction stage). In this stage, the scientific problem was presented by concept cartoon as a way to start and to facilitate students' argumentation. The second argumentation was to design an experiment to solve the problem(Planning stage) and the third was to interpret the result of experiment(Interpretation stage). The discourse move, level of grounds and their relationship were analyzed to find the characteristics of argumentation during science inquiry. In terms of discourse move, 'Asking for opinion' was the most frequent whereas 'Claim' or 'Rebuttal' were rare. Students tended to listen to or ask others' opinion rather than provide their own claims or critics on others' opinion. 'Rebuttal' was shown a few times only during prediction and planning stage. There was no single 'Rebuttal' during interpretation stage. Students tended to easily accept or agree other student's interpretation of data instead of arguing their own ideas. In terms of level of grounds, students mostly provided their ideas without any attempt to justify their position. Especially during planning stage, students tended to suggest or decide ways of measuring or controlling variables without any grounds. They used evidences only a few times during prediction stage. In terms of relation between discourse move and level of grounds, students provided grounds most frequently when they dispute others' claims. The level of grounds were higher when they advocate or clarify their own or others' ideas than when they claim their ideas. The result of this study showed that the quality of elementary science-gifted students' argumentation during science inquiry was undesirable in many ways. Implications for scaffolding and facilitating argumentation during science inquiry were discussed.

• 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.

• Cross-Cultural Studies
• /
• v.38
• /
• pp.385-404
• /
• 2015

Compiled in 776 by Zhang Shen, Wu Jing Wen Zi was regarded as the epitome of model book for standardized regular script in Tang Dynasty. Following early works like Shuo Wen Jie Zi, Zhang Shen adopted radical-rule for the compilation of this work. 3,250 characters were selected from the Five Classics and 160 radicals were established. Yu Jiaxi (1884-1955) harshly criticized the radical system of Wu Jing Wen Zi for being inconsistant and confusing. With careful review and analysis of examples from Wu Jing Wen Zi, this paper discusses the pupose of the compilation of this work, its unique radical-rule system, principles of arrangement of characters with the same or similar radicals, and the differentiation of variant characters. It further discusses the value of Wu Jing Wen Zi by its innovative radical-rule and effective differentiation of variant characters. It concludes with a rebuttal of Yu Jiaxi's argument and restate the necessity of reevaluation of this work even to this day.

• Journal of Information Technology and Architecture
• /
• v.11 no.4
• /
• pp.393-407
• /
• 2014

The Government Informatization Policy Plan represents the government's technology policy vision and a set of ICT policy agenda and initiatives for the tenure of the government. The Policy Plan, however, normally produces an excess of disconcerted and superfluous ICT policy proposals from various policy units in the government. To cope with the superficiality of the ICT policy set in the Policy Plan, this paper proposes an analysis of the epistemology of the policy set. A policy is constructed as an argument and the structure of the policy argument is analysed using a model of argumentation. The findings show that the present informatization policy is driven by three epistemological motives - the production, consumption, and performance of the ICT Technology. The various assumptions and premises that underlie and direct the generation of ICT policy arguments with different motives are idenfied and then are exposed to strong rebuttal arguments to evaluate their epistemological tenability. The policy implications of the epistemological analysis are discussed in the end.

• 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 Arbitration Studies
• /
• v.19 no.3
• /
• pp.25-42
• /
• 2009

That occur in international trade disputes between the parties without resorting to a court trial on the basis of principle of government by the parties to resolve the dispute resolution in general (Alternative Disputes Resolution: ADR) agreed to, reconciliation, coordination, mediation and other methods are. Here, unlike arbitration and other dispute resolution arbitrator, the court confirmed the arbitration award came from the judge and the same shall become effective in doing international commerce dispute resolution methods are widely used. Arbitration Agreement is a contractual dispute, regardless of whether a certain law there arise about the relationship between the parties, Currently exists, future conflicts can arise in whole or in part by the arbitration agreement is to be resolved. Arbitration agreement include: the effects of out of contract arbitration proceedings, the court does not want the progress of the dispute referred to arbitration proceedings to the effect, and the presence of the parties to the arbitration agreement does not claim to knowing the defense plea that Appeals ticket of destruction that have the effect of demurrer, that the arbitration agreement are rebuttal to the rebuttal of prozesshindernde Einrede and the mediation of a plea on the merits when the first defense must be submitted to the arbitration proceedings in which the applicant until the arbitration award determined that the property dispute to court for water conservation measures to dispose of the watch was in effect for arbitration in the contract. In addition, the arbitration agreement and the court sentenced the same kinds of effects that resolved the final effect, especially at the same time the effect of foreign recognition and enforcement of the decision regarding the New York Convention arbitration award based on the recognition and enforcement of domestic and international effects are being recognized. Consequently, the arbitration agreement to take effect a valid arbitration agreement exists is determined by whether or not staying. Therefore, agreements between individual university entrance exams based on the company signed a contract regarding the effect of arbitration first, associated with individual university entrance exams, and the leading research and analysis, review, and examine the general concept of the arbitration agreement after the arbitration agreement between the parties focuses on information about the effects of study to contribute to the activation of the arbitration system is aimed at the individual university entrance exams.

• Journal of the Korean Society of Earth Science Education
• /
• v.16 no.1
• /
• pp.56-71
• /
• 2023

The purpose of this study is to explore the role and effectiveness of argumentation structure and the developmental characteristics of science PCK with Earth science preservice teachers who used argumentation structure as a pedagogical reasoning tool. Since teachers demonstrate PCK in a series of pedagogical reasoning processes using argumentation structures, we explored the characteristics of future-oriented family resemblance-PCK shown by preservice science teachers using argumentation structures. At the end of the semester, we conducted in-depth interviews with 15 earth science preservice teachers who had experienced lesson design and teaching practice using the argumentation structure. Qualitative analysis including a semantic network analysis was conducted based on the in-depth interview to analyze the characteristics of preservice teachers' family resemblance-PCK. Results include that preservice teachers organized their classes systematically by applying the argumentation structure, and structured classes by differentiating argumentation elements from facts to conclusions. Regarding the characteristics of each component of the argumentation structure, preservice teachers had difficulty finding warrant, rebuttal, and qualifier. The area of PCK most affected by the argumentation structure is the science teaching practice, and preservice teachers emphasized the selection of a instructional model suitable for lesson content, the use of various teaching methods and inquiry activities to persuade lesson content, and developing of data literacy and digital competency. Discussed in the conclusion are the potential and usability of argument structure as a pedagogical reasoning tool, the possibility of developing science inquiry and reasoning competency of secondary school students who experience science classes using argumentation structure, and the need for developing a teacher education protocol using argumentation structure as a pedagogical reasoning tool.

• 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.