The Development of Students Argumentation in Science Context

Journal of the Korean Chemical Society

Jaihang Lim¹  Soonmin Kang¹  Youngtae Kong¹  Jounghee Nam¹  Byoungsoon Choi¹ 

关键词: Cognitive Development;    Argumentation;   

DOI  :  

学科分类：化学（综合）

来源: Korean Chemical Society

【 摘 要 】

The purpose of this research was to investigate the change of argumentation of middle school students when they participated in argument tasks with CASE(Cognitive acceleration through science education) programs. Students argumentations were divided into two categories; 'explanatory argumentation' and 'dialogic argumentation'. Several argumentation components were used in their argumentation. Among argumentation components, claim and ground took place more than half of argumentation components. The percentage of 'dialogic argumentation' was lower than the percentage of 'explanatory argumentation'. The percentage of 'dialogic argumentation' was getting higher during CASE intervention. CASE programs had more effect on symmetric group than asymmetric group, however it was unstable. In general, participation ratio in argumentation of the formal operational student was high and the ratio in argumentation of the transitional student was getting higher.

【 授权许可】

Unknown