• Title/Summary/Keyword: scientific-evidence-based

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Analysis of Elementary Students' Scientific Justification Activities based on Evidence (초등학생의 '증거' 사용에 따른 '과학적 정당화' 활동의 분석)

  • Jang, Shin-Ho;Jeong, Su-Jin
    • Journal of Korean Elementary Science Education
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    • v.29 no.4
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    • pp.414-426
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    • 2010
  • For this study, inquiry-based learning program was developed for promoting elementary students' scientific justification activities based on their uses of scientific evidences. The program was applied to the 5th grade science class to examine the types of evidences and major features of scientific justification activities. Analysis of the data showed that the evidences used by students were classified into knowledge-based evidence, experience-based evidence and authority-based evidence. As for students' justification features, this study reports three major cases: a case evolving evidence and justification to become more valid and logical, as inquiry activities progressed, other case maintaining less valid and illogical evidence and justification, and final case revealing passive and reluctant participation in the inquiry activities. Overall, students' participation in scientific justification process became more valid and relevant, while there were some students who were unable to make the relevant relations between evidences and claims they made. The educational implications were discussed to consider more effective ways to improve the scientific classroom environment through social knowledge construction.

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Analysis of the Types and Levels of Evidence in Elementary Students' Scientific Argumentation (초등학생들의 과학적 논증활동에서 증거의 유형 및 수준 분석)

  • Ryu, Hye-Kyoung;Lim, Heejun
    • Journal of Korean Elementary Science Education
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    • v.33 no.1
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    • pp.162-171
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    • 2014
  • The use of evidence is very important in scientific argumentation. This study investigated the types and levels of evidence in scientific argumentation in an elementary science class. 34 fourth graders in a class were selected as subjects, and argumentation was performed in seven lessons on 'Heat transfer and our lives' unit. Small group argumentation was recorded, transcribed and used as data for analyses. The analyses found the following results. First, in regard of the types of evidence, personal evidence dominated over authority-based evidence. Second, in the analysis of the levels of evidence, using inappropriate evidence was found to account for the highest percentage, followed by using appropriate evidence and just arguments without evidence. There were quite a lot of cases of arguments without evidence. It was found that the types and levels of evidence that students used could change depending on the relevance between experiments and argument tasks.

Claim-Evidence Approach for the Opportunity of Scientific Argumentation

  • Park, Young-Shin
    • Journal of The Korean Association For Science Education
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    • v.26 no.5
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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.

Middle School Student's Evidence Evaluation (중학생들의 빛과 그림자에 대한 증거 평가)

  • Park, Jong-Won;Chang, Byung-Gi;Yoon, Hyeg-Young;Pak, Sung-Jae
    • Journal of The Korean Association For Science Education
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    • v.13 no.2
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    • pp.135-145
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    • 1993
  • This study investigated student's prior conceptions and evidence evaluation about Light and shadow. One hundred twenty six students were given Explanation-after-choice type Questions to investigate student' prior conceptions and Choicd type Question to identify student's idea about scientific method and characteristics od observation. Forty-four of the 126 students were interviewed to explore student's evidence evaluation. Eighty students (63.5%) thought that the shape of material affected the shape of shadow but the shape of light source did not Only 58.8 precents of all responses were evidence-based responses. Characteristics of evidence affected student's evidence evaluation : student made evidence-based responsed to the accord evidence more frequently than discord evidence. Among evidence-based response to the discord evidence. 35.5% of responses were the case that student felt cognitive conflict or explored other variables by recognizing discord between his/her own ideas and evidence or distort the evidence. Student's idea about characteristics of observation did not affect the evidence evaluation, but student's idea about scientific method affected the evidence evaluation.

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Childhood Fever Management: Current Practice vs Evidence (아동의 발열관리: 현황 및 과학적 근거)

  • Kim, Jin Sun
    • Child Health Nursing Research
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    • v.22 no.2
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    • pp.126-136
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    • 2016
  • Purpose: The purposes of this review were to address misconceptions of childhood fever and fever management practice among parents and health care providers, and to identify the scientific evidences against such misconceptions and practices. Methods: Journal databases and clinical guidelines from 2000 to 2015 were searched. The search terms were fever, fever management, misconception, myth, fiction, fact, fever phobia, child, antipyretics, tepid bath, alternating use/combined use of antipyretics, and physical cooling method. Results: There are significant gaps between current concepts and practices, and the scientific evidence. Misconceptions and unrealistic concerns about childhood fever still exist among parents and even health care providers, worldwide. The evidences suggest that antipyretics should be given carefully with the aim of relieving discomfort or pain rather than decreasing the temperature itself. Alternating use of antipyretics should be discouraged due to the risk of confusion and error. Antipyretics do not prevent febrile convulsions. Moreover, the scientific evidence does not support tepid sponge massage. Conclusion: Evidence-based childhood fever management interventions should be targeted toward parents and health care providers. By adopting an evidence-based approach to nursing interventions, pediatric nurses can ensure children receive appropriate and safe fever management.

Korean Middle School Students' Epistemic Ideas of Claim, Data, Evidence, and Argument When Evaluating and Critiquing Arguments (한국 중학생들의 주장, 자료, 근거와 과학 논의에 대한 인식론적 이해조사)

  • Ryu, Suna
    • Journal of The Korean Association For Science Education
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    • v.35 no.2
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    • pp.199-208
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    • 2015
  • An enhanced understanding of the nature of scientific knowledge-what counts as a scientific argument and how scientists justify their claims with evidence-has been central in Korean science instruction. However, despite its importance, scholars are generally concerned about the difficulty of both addressing and improving students' epistemic understanding, especially for students of a young age. This study investigated Korean middle school students' epistemic ideas about claim, data, evidence, and argument when they engage in reading both text-based and data-inscription arguments. Compared to previous studies, Korean middle school students show a sophisticated understanding of the role of claim and evidence. Yet, these students think that there is only a single way of interpreting data. When comparing students' ideas from text-based and data-inscription arguments, the majority of Korean students barely perceive text description as evidence and recognize only measured data as evidence.

The Causal Structure between the Critical Thinking and the Scientific Literacy Competency in Pre-service Elementary Teachers (초등예비교사의 비판적 사고와 과학적 소양의 역량에 대한 인과구조)

  • Kim, Dong Uk
    • Journal of Korean Elementary Science Education
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    • v.37 no.1
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    • pp.1-11
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    • 2018
  • Factors and causal structures of pre-service elementary teachers about the critical thinking and the scientific literacy competency were investigated in this study. The third grade university students and the first grade university students in the metropolitan city participated in this study. The factor analysis method and the structural equation modeling method were used for the data analysis, and the following results were obtained. First, the third grade university students and the first grade university students recognized 'inquisitive thinking' factor and 'reflective thinking' factor as factors of the critical thinking, and 'scientific explanation' factor and 'evidence-based conclusion' factor as factors of the scientific literacy competency respectively. Second, the third grade university students showed more the influence from 'reflective thinking' factor to 'scientific explanation' factor and from 'reflective thinking' factor to 'evidence-based conclusion' factor than the first grade university students.

The Need for Evidence-Based Treatment and Standardization in Korean Medicine - Focusing on Consumer Opinions from the Ministry of Health and Welfare's Survey on Usage of Korean Medicine (2008, 2011, and 2014) - (한의학에서 근거중심진료와 표준화의 필요성 - 2008, 2011, 2014년 한방의료이용실태조사(보건복지부)중 소비자의견을 중심으로 -)

  • Sung, Angela Dong Min;Heo, Seung;Oh, Hyun Ho;Lee, Jung Jun;Park, Sung Joon;Lee, Sundong
    • Journal of Society of Preventive Korean Medicine
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    • v.20 no.3
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    • pp.31-43
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    • 2016
  • Objectives : It focuses on what the consumers expected Korean medicine to improve on, and analyzes patients' impressions. Methods : This research is based on the Ministry of Health and Welfare's Survey on Usage of Korean Medicine (2008, 2011, and 2014) and was new analysis for our research objective. Results : The general consensus among the consumers was uncertainty of effectiveness, expensive costs, side effects, need for expertise, lack of scientific evidence, expansion of diseases treated, and improvement of equipment. Consumers distrusted Korean medicine due to its uncertainty of its effectiveness, expensive costs, side effects, and lack of scientific evidence for its effectiveness, and avoided using Korean medicine. Conclusions : These results seem to be a combination of the Korean medicinal doctors treating patients not based on evidence but on their individual experiences, lack of health insurance for Korean medicine resulting in expensive costs, lack of research on toxicity and safety of Korean medicine, and lack of scientific and clinical studies for evidence-based research. To solve these problems, the Korean medicine community needs to standardize treatments based on evidence, and look to Chinese medicine for possible solutions.

Argument Structure in the Science Writing Heuristic (SWH) Approach

  • Choi, Ae-Ran
    • Journal of The Korean Association For Science Education
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    • v.30 no.3
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    • pp.323-336
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    • 2010
  • The purpose of this study was to evaluate students' written arguments embedded in scientific inquiry investigations using the Science Writing Heuristic (SWH) approach. Argument components defined in this study are questions, claims, questions-claims relationship, evidence, claims-evidence relationship, multiple modal representations, and reflection. A set of criteria for evaluating each argument component was developed to evaluate writing samples of students from college freshman general chemistry laboratory classes. Results indicate that students produced, on average, moderate to powerful questions, claims, and evidence. They also constructed reasonable questions-claims relationship and claims-evidence relationship. Compared to other component scores, the average score for reflection was relatively low. Overall, the average Total Argument score was 21.4 out of a possible 36, that is, the quality of the written arguments using the SWH approach during a series of inquiry-based chemistry laboratory investigations was moderate to powerful. The findings of this study suggest that students, on average, developed reasonable scientific arguments generated as part of scientific inquiry. In other words, students are capable of putting together reasonable arguments as they participate in inquiry-based laboratory classrooms.

Sixth Graders' Inquiry Understanding for Scientific Evidence and Explanation (과학적 증거와 설명에 대한 초등학교 6학년 학생의 이해)

  • Jeong, Hei-Sawn;Oh, Eun-A
    • Journal of The Korean Association For Science Education
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    • v.23 no.6
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    • pp.634-649
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    • 2003
  • The aim of this paper was to diagnose Korean sixth graders' understanding for scientific evidence and explanation. The instrument constructed by Jeong, Songer, and Lee (2002) was used to assess students' understanding for priority of scientific evidence, objectivity of data, relevance of evidence, data interpretation, coordination of theory and evidence, and repeated observation. Results showed that although many students recognized certain features of scientific inquiry such as objectivity of data, few of them understood why such features are valued and how to collect and use such data. In particular, students experienced difficulty in formulating explanation from evidence, not knowing, for example, that repeated observations are needed before making a general statement. The results of this study suggest that efforts to foster students' inquiry abilities need to be based on careful analyses of students existing inquiry skills and understanding.