• 한국지구과학회지
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• 제25권3호
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• pp.194-204
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• 2004

The purpose of this literature review is to investigate what kinds of research have been done about scientific inquiry in terms of scientific argumentation in the classroom context from the upper elementary to the high school levels. First, science educators argued that there had not been differentiation between authentic scientific inquiry by scientists and school scientific inquiry by students in the classroom. This uncertainty of goals or definition of scientific inquiry has led to the problem or limitation of implementing scientific inquiry in the classroom. It was also pointed out that students' learning science as inquiry has been done without opportunities of argumentation to understand how scientific knowledge is constructed. Second, what is scientific argumentation, then? Researchers stated that scientific inquiry in the classroom cannot be guaranteed only through hands-on experimentation. Students can understand how scientific knowledge is constructed through their reasoning skills using opportunities of argumentation based on their procedural skills using opportunities of experimentation. Third, many researchers emphasized the social practices of small or whole group work for enhancing students' scientific reasoning skills through argumentations. Different role of leadership in groups and existence of teachers' roles are found to have potential in enhancing students' scientific reasoning skills to understand science as inquiry. Fourth, what is scientific reasoning? Scientific reasoning is defined as an ability to differentiate evidence or data from theory and coordinate them to construct their scientific knowledge based on their collection of data (Kuhn, 1989, 1992; Dunbar & Klahr, 1988, 1989; Reif & Larkin, 1991). Those researchers found that students skills in scientific reasoning are different from scientists. Fifth, for the purpose of enhancing students' scientific reasoning skills to understand how scientific knowledge is constructed, other researchers suggested that teachers' roles in scaffolding could help students develop those skills. Based on this literature review, it is important to find what kinds of generalizable teaching strategies teachers use for students scientific reasoning skills through scientific argumentation and investigate teachers' knowledge of scientific argumentation in the context of scientific inquiry. The relationship between teachers' knowledge and their teaching strategies and between teachers teaching strategies and students scientific reasoning skills can be found out if there is any.

• 한국과학교육학회지
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• 제19권1호
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• pp.117-127
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• 1999

최근의 보고에 따르면 우리 나라 학생들은 학년이 높아질수록 과학적 수준은 반대로 떨어지는 경향을 보이고 있지만 고등학교 이후 집단의 과학적 추론능력에 대한 연구는 체계적으로 이루어지지 않고 있다. 특히 가설검정능력과 관련된 과학적 추론은 가장 고등한 인지기능의 하나로 여겨지고 있고, 또 창의적이고 비판적인 사고에 매우 중요하다고 보고되어 왔다. 따라서 본 연구는 우리나라 대학생들의 과학적 추론 능력을 조사하고, 이를 미국 대학생들의 과학적 추론 능력과 비교하여 분석하였다. 아울러 본 연구는 가설 검정능력이 과학적 추론능력의 다른 하위요소에 비해 고등한 추론기능이라는 가설도 검정하였다. 고등학교 이후의 과학적 추론에 대한 경향을 조사하기 위하여 본 연구는 한국의 대학생 774명과 미국의 대학생 568명에게 과학적 추론 검사를 실시하여서 비교 분석하였고, 이 자료를 토대로 가설검정능력이 과학적 추론의 다른 하위요소에 비해 고등한 추론이라는 가설도 검정하였다. 본 연구에 사용된 과학적 추론 검사는 보존논리, 비례논리, 변인통제, 확률논리, 상관논리, 그리고 가설검정기능에 관련된 127개의 과제로 구성되어 있다. 본 연구의 결과는 한국 대학생들이 비례 및 확률논리를 평가하는 과제에 대해서는 미국 학생들보다 월등하게 높은 접수를 기록하였고, 보존이나 변인통제, 그리고 상관논리를 평가하는 과제에 대해서는 반대의 경향을 나타내었다. 또한 가설검정 능력을 평가하는 문항에서는 양국 모두 다른 과학적 추론 과제에 비해서 뚜렷하게 낮은 점수를 보여주었다. 본 연구는 이들 결과에 대해서 본 연구의 목적과 관련해서 논의하였고 이의 교육적 적용에 대해서도 논의하였다.

• 한국과학교육학회지
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• 제28권3호
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• pp.211-226
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• 2008

The purpose of this study was to investigate science teachers' understandings about scientific argumentation in the classroom. Seven structured interview protocols were developed, asking the definition of scientific inquiry, the differentiation between scientific inquiry and hands-on activity, the opportunity of student argumentation, explicit teaching strategies for scientific argumentation, the critical example of argumentation, the criteria of successful argumentation, and the barrier of developing argumentation. The results indicate that there are differences and similarities in understandings about scientific argumentation between two groups of middle school teachers and upper elementary. Basically, teachers at middle school define scientific inquiry as the opportunity of practicing reasoning skills through argumentation, while teachers at upper elementary define it as the more opportunities of practicing procedural skills through experiments rather than of developing argumentation. Teachers in both groups have implemented a teaching strategy called "Claim-Evidence Approach," for the purpose of providing students with more opportunities to develop arguments. Students' misconception, limited scientific knowledge and perception about inquiry as a cycle without the opportunity of using reasoning skills were considered as barriers for implementing authentic scientific inquiry in the classroom.

• 한국과학교육학회지
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• 제23권4호
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• pp.309-318
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• 2003

Scientific reasoning is one of the main concerns in current science education. This study have tried to answer on the question whether Korean science education has the potential to help improve of students' ability to think scientifically. Therefore, the present study investigated the relationship between reasoning patterns evident in science textbook and science examination items, and students' scientific reasoning skills across grades in Korea. 1975 subjects (1022 females and 953 males) were administered in the Lawson's Test of Scientific Reasoning skills. Forty seven science textbooks and 240 assessment instrument were analyzed by several scientific reasoning keys. Scientific reasoning patterns were adopted from Lawson's classification which characterized the patterns as the empirical-inductive and the hypothetical-deductive. This study found that reasoning patterns evident in textbook analyses and assessment instrumental items do not evidentce the potential to stimulate the development of students' reasoning skill. In order to improve the students' abilities to think and achieve, higher levels of reasoning must be included in the science textbook and examination. Further, some of scientific reasoning processes, such as generating hypotheses, designing experiments, and logical prediction, were not found in science textbooks and test items in Korean secondary schools. This study also discussed the educational implication of these results and further studies about to develop student's reasoning ability.

• 한국초등과학교육학회지:초등과학교육
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• 제17권1호
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• pp.61-73
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• 1998

This research suggests science inquiry play of analogy as a teaming method to help the students in concrete operational stage to develop scientific thinking skills and to understand abstract science conceptions. The research focuses on/considers the characteristics and merits of the science inquiry plays, and the learning method by analogical reasoning. This learning through the science inquiry play of analogy can be considered as a meta-model for scientific thinking skill. The learning has the following processes: 1) Students analogize the abstract science conceptions and facts into play-type activities including the concrete contents such as students themselves, their physical-sensory motions, concrete objects, play methods, and play rules. 2) Students as analogized objects play a role physically and sensuously according to the methods and rules analogized in the play. 3) Students find out the concrete contents included in the science inquiry play of analogy, draw the results, and deduce the new conceptions from the results by reflective thinking and analogical reasoning.

• 한국과학교육학회지
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• 제26권5호
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• pp.620-636
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• 2006

The purpose of this study was to analyze one science teacher's understanding of student argumentation and his explicit teaching strategies for implementing it in the classroom. One middle school science teacher, Mr. Field, and his students of 54 participated in this study. Data were collected through three semi-structured interviews, 60 hours of classroom observations, and two times of students' lab reports for eight weeks. Coding categories were developed describing the teacher's understanding of scientific argumentation and a description of the main teaching strategy, the Claim-Evidence Approach, was introduced. Toulmin's approach was employed to analyze student discourse as responses to see how much of this discourse was argumentative. The results indicated that Mr. Field defined scientific inquiry as the abilities of procedural skills through experimentation and of reasoning skills through argumentation. The Claim-Evidence Approach provided students with opportunities to develop their own claims based on their readings, design the investigation for evidence, and differentiate pieces of evidence from data to support their claims and refute others. During this approach, the teacher's role of scaffolding was critical to shift students' less extensive argumentation to more extensive argumentation through his prompts and questions. The different level of teacher's involvement, his explicit teaching strategy, and the students' scientific knowledge influenced the students' ability to develop and improve argumentation.

• 한국초등과학교육학회지:초등과학교육
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• 제20권1호
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• pp.1-7
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• 2001

The purpose of this study is to examine the learner's variables affecting on scientific thinking and scientific process skills. To study this purpose, through the procedure study, the learner's variables were divided into cognitive variable, ego variable, and affective variable, then the questionaire survey through the reconstruction of standardization instrument was made over 120 elementary school fifth grade student in Seoul, Anyang, and Pajoo. The results of this study were as follows: 1) The learner's variables affecting on scientific thinking were cognitive variable and for female students, also affect affective variable. The subordinated catagories of statistically significant degree of explanation were achievement motivation, cognitive level, and cognitive style and another statistically significant correlation were meta-cognition, self regulated learning, self efficacy, and muliple intelligence. 2) The learner's variables affecting on science process skills were cognitive variable and affective variable. And the subordinated catagories of statistically significant degree of explanation were achievement motivation, and cognitive level. And another statistically significant correlation were meta-cognition, self regulated loaming, self efficacy, multiple intelligence, and attribution.

• 한국과학교육학회지
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• 제18권4호
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• pp.503-516
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• 1998

본 연구는 형식적 조작기의 초기에 형성되며, 형식적 사고와 과학적 추론의 기초가 되는 비례 논리의 형성에 미치는 학습자 요인과 비례 논리 향상을 위한 프로그램의 적용효과를 분석하는데 그 목적이 있다. 비례 논리 형성에 미치는 요인 분석을 위하여 형식적 사고기의 초기에 해당하는 중학교 1, 2, 3학년 학생 790명을 대상으로 하였다. 표집된 학생들에게 과학적 사고력 검사, WCST, 설계기능검사, 정신용량 검사, 인지양식 검사, 뇌기능 분화 검사, 동시적/연속적 처리 검사, 과학적 추론 검사를 실시하였다. 한편, 비례논리 향상을 위한 프로그램의 적용을 위해서 비례논리가 형성되지 않은 학생 133명에게 처치하여 그 효과를 분석하였다. 본 연구의 결과 학습자의 연령, 과학적 추론 능력, 정신용량, 동시적/연속적 정보처리 점수가 높을수록 비례논리 형성 정도가 높았다. 반면에 보속적 오류가 적을수록 비례논리 형성 정도가 높았다. 비례논리 형성에 높은 예언력을 가지고 있는 대표적인 변인으로는 과학적 추론, 정보처리, 보속적 오류, 연령의 학습자 요인이다. 형식적 사고기의 연령에 있는 학생 중 비례논리가 형성되지 않은 학생을 위해서 비례 논리 형성을 위한 프로그램이 효과가 있는 것으로 나타났다. 본 연구결과를 바탕으로 논리적 사고 형성에 미치는 요인에 대한 분석과 비례논리의 형성이 기타의 논리 형성과 과학 교과목의 성취도에 미치는 영향에 대한 연구가 계속되기를 기대한다.

• 한국과학교육학회지
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• 제24권3호
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• pp.417-428
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• 2004

보존 논리는 조작적 사고를 가능케 하는 도구적 역할로서 과학, 수학, 물리학 등의 분야뿐만 아니라 일상 생활의 모든 측면에서 필수적인 개념이다. 보존 논리의 형성 여하에 따라 수리문제의 해결 능력과 과학적 유추 능력, 추상적 사고능력이 결정되며, 인지 발달 단계를 확인할 수 있는 개념이기도 하다. 따라서 이 연구에서는 보존 논리 형성과 전두엽연합령 기능과의 상관관계를 살펴봄으로써 아동의 사고력 향상과 과학개념 시기를 앞당기는 시사점을 마련하고자 하였다. 이 연구의 결과 초등학교 1, 2, 3학년 학생의 보존 논리의 형성 정도는 약 50% 정도였으며, 수 보존 논리의 형성 정도가 가장 높았고, 부피 보존 논리의 형성 정도가 가장 낮았다. 보존 논리의 형성은 비선형적으로 일어났으며, 보존 논리의 형성 정도에 따라서, 추론 능력과 설계능력, 보속적 오류에서 통계적으로 유의미한 차이를 보였다. 보존 논리와 전두엽연합령 기능과는 유의미한 상관관계를 보였다. 초등학교 저학년 학생들의 보존 논리 형성에 대한 예측 변인으로는 추론 능력과 설계 능력이였으며, 이들 변인이 보존 논리에 대한 설명력은 약 20% 정도이다. 이 연구의 결과, 초등학교 저학년에서 보존 논리가 미형성 단계에 해당하는 학생들이 많이 있지만, 이들 학생들의 보존 논리 형성을 위한 구체적인 노력이 부족한 실정이다. 또한, 보존 논리 형성에 전두엽연합령이 깊은 관계가 있어 전두엽연합령의 기능을 향상시키기 위한 구체적인 연구가 이루어지길 기대한다.

• 영재교육연구
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• 제9권2호
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• pp.73-101
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• 1999

The purpose of this study was to suggest an advanced system for educating scientifically gifted children in the Center for Science Talented Education at Kyungpook National University. Several suggestions based on analysis of current identifying-process and instructional materials for scientifically gifted children were provided for advancing the educational system of the center. First, this study suggested a three-step procedure to identify procedure emphasized students reasoning skills as one of important characteristics of the gifted child. Second, this study provided an instructional model for developing hypothesis testing skills in scientifically gifted children. The model was originally based on Lawson's scientific reasoning processes and learning cycle mode. Third, this study also suggested an effective administration system of the Center for Science Talented Education. Further, this study suggested effective ways on research works for advancing the center, educating instructors, the cyber center for remote education, and international co-works for developing the gifted children's potential abilities.